JANUARY, 1923 No. 1 PE The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Three Weeks at Cambridge The Mississippi Education Association The Association's New Property President Harding on Education San Francisco and the Bay Region Administrative Women in Education Benjamin Franklin at Seventeen Impressions of America P Post-War Education in Germany The Denver Bond Election Louis Pasteur . Rural School Survey of New York State Safety Education in Detroit ' Editorial » An American Ideal School-Building Progress Professional Standards for Classroom = adhers Enrolment and Affiliation Guide to Books Cleveland's Educational Hiberaciens Department of Superintendence Notes and Announcements In the Field Ethics for Teachers Directory of Advertisers Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NoRTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. COMMUNITY LIFE AND CIVIC PROBLEMS By HOWARD COPELAND HILL The University of Chicago High School Eight of the twelve largest cities in the United States have already introduced this’ book, pub- lished only a year ago, into one or more of their schools. Hundreds of other representative places are using it, and hundreds of teachers are en- thusiastically endorsing it. The reasons are evi- dent to those who know the book. Community Life and Civic Problems prepares for good-citizenship. Such a book has_ been needed. Community Life and Civic Problems meets the capacity and interests of boys and girls in the early years of high school. Such a field has been barren. Community Life and Civic Problems impresses upon these boys and girls their particular responsibilities in the family, school, church, community, working, and _ politi- cal groups. Such a realization means the awak- ening of civic consciousness, and the awakening of civic consciousness is one of the surest prep- arations for good-citizenship, Boston New York Chicago London GINN AND bens" Cc OMP ANY Columbus Francisco EFFECTIVE EXPRESSION By CHARLES ELBERT RHODES A new and distinctive book on composition and rhetoric for high school and first year college that is Endorsed by Practical Educators “Exceedingly fresh and virile, in marked contrast to other books on this same subject.”—Victor C. Alderson, Colorado School of Mines, Golden, Colorado. “T wish to commend the emphasis placed on oral expression.”—T. B. Ford, Dean, Lincoln Memorial Uni- versity, Harogate, Tennessee. “This book is logical in arrangement and clear in pre- sentation of the thought. The chapter on letter writing is especially fertile in suggestions..—B. H. Thorpe, Chairman, English Department, Jamaica High School, Jamaica, Long Island, New York. “Every chapter represents the ripened fruits of years of experience in handling the problems of composi- tion.”—Dr. John Duncan Spaeth, Professor of English, Princeton University. These letters are typical of hundreds of expressions from teachers. Shall we send you descriptive literature? 532 pages; attractively bound in cloth LIST PRICE, $1.40 The Gregg Publishing Company New York Chicago Boston San Francisco London A Practical Handbook 7 of Games | By Emiry V. Ev_Morg, Department of Physical Education, University of Wisconsin With an Introduction by Professor M. V. O’Shea An up-to-date manual for teachers and game lead- ers, comprising a collection of some seventy-live representative games classified according to ages and types. In addition to giving directions for play, the author has discussed these games from the pedagogical and psychological points of view, giving the benefit of her teaching experience as to ways and means for their most effective use. Price, $1.00 Watch for our new SCHOOL EDITION of Van Loon’s famous STORY OF MANKIND The entire book has been most carefully re-edited to make it as perfect as possible for school use. Probable Price,! $1.75 net THE MACMILLAN COMPANY NEW YORK BOSTON DALLAS CHICAGO ATLANTA SAN FRANCISCO | New Books on Mathematics By Mabel Sykes, Instructor in Mathematics, Bowen High School, Chicago, and Clarence E. Comstock, Professor of Mathematics, Bradley Polytechnic Institute, Peoria, IIl. BEGINNERS’ ALGEBRA SECOND COURSE IN ALGEBRA (Latter in preparation) Here are texts that pupils can study for themselves and enjoy. Their special features are a large number of exercises and an easy approach to problems. The graph is an essential part of the course. PLANE GEOMETRY Plane Geometry is a workable suggestive method text. It concentrates upon two vital factors: the analytical method of attack and the placing of emphasis where it is needed. SOLID GEOMETRY This book is prepared along the same lines as Plane Geometry, as exemplified in systematic training for original work; arrangement and choice of exercises; in the chapter on areas and volumes; frequent summaries. PLANE AND SOLID GEOMETRY Under this title, if desired, Plane Geometry and Solid Geometry are bound together for convenience. Rand M°Nally & Company 536 S. Clark St., Chicago - 42 E. 22nd St., New York City as F many delightful vacations, none has been more enjoyable than the summer spent in the British Isles. I arrived in England the first of July, and after a month of intensive sight- seeing, came at last to restful Cambridge, in time for the Summer Meeting, which begins the last of July, and continues for three weeks. It is in two parts and a member is allowed to take either the first or second part, or both. The Meeting resembles very closely the Extension Work done by our Universities. Lec- ture Courses are given in the English towns throughout the winter and the Summer Meeting at Cambridge con- tinues the same type of work. ‘Teach- ers traveling in England will find it most agreeable to stop at Cambridge for a part of the course at least, or if enough interested in the work and the lovely surroundings, would enjoy three weeks there immensely.’ Medieval and Modern Italy was the main subject of the lectures this year, and the Duke of Aosta, brother of the King of Italy, came to England to open the Meeting. Every phase of the life of this most interesting country was de- veloped—its history, its art, architecture, *Prepared for THe JourNAL by Ellen L. Corbett, Washington, D. C. American teachers are encouraged to at- tend the summer meetings at Cambridge. The big summer meeting of 1923 will be at Oxford, using the subject “Universities of the World,” while Cambridge will give a course in Geography. In 1924 the big meeting will be at Cambridge on the subject of “India.” Full information may be had by writing to Dr. David H. S. Cranage, Syndicate Build- ings, Cambridge, England, director of the summer meeting. Miss music, and its great men in religious and civil life were presented by speakers who, for the most part, have attained prominence as scholars and lecturers. YZ IS is King’s Chapel, Cambridge, as one sees it from the beautiful cloistered green. Below is the river Cam, with which the name “Cambridge” is associated. — - ——EEE = — The other courses, also highly in- teresting, were on Government Control in Industry; Psychology of Religion; Beginning and Advanced Italian. ‘Three lectures were given in the morning, two in the afternoon, and an art or music lecture in the evening—a pleasing ar- rangement. For the small fee of about January, 1923 Three Weeks at Cambridge seven dollars a teacher could take the whole course and attend any or all the lectures, a reduction being made for at- tendance at only half the Meeting. The work of the Meeting is cultural entirely, no examination being given and no credit allowed. One is treated as a real “grown-up” and left to enjoy the course in his own way. My living quarters in Peile Hall were most agreeable. Newnham College, where the women students of the winter session live, is a large modern brick structure built around an enormous court. Peile Hall—one section of the college, accommodating about sixty stu- dents—was opened to the women mem- bers of the Summer Meeting. I was one of the three Americans fortunate enough to be lodged there. In fact, the clerk of the Summer Meeting told me that they made a point of so locating American students as to enable them to get a little of the atmosphere of English college life. My room, a bright, sunny and com- fortably furnished one, looked out on the court of which | have spoken. It was a lovely garden filled with roses and old-fashioned flowers of many kinds. At one end, in the center, is a white stone memorial seat, placed on a round elevation three or four feet high, the edges of which were covered with ex- quisite pink and red ramblers. From this point, paths lead through flowering shrubs and trees to a sunken garden, in the center of which bubbled a little fountain surrounded by water lilies. In the four corners of this sunken 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1923 garden were dainty rose bushes and on two of its upper edges were hedges of American-Beauty roses banked with lavender. On_ entering the court through the huge iron gates one was moved by the exquisite beauty of this flower arrangement and the senses were further charmed by their fragrance. The birds, too, seemed to love this spot, for thrushes, as numerous as our robins, have chosen it for their playground. Another end of the grounds is devoted to tennis and contains several courts and nearby are hammocks and a little summer house where one may rest and read. Aside from the pleasure of the sur- roundings and the interest of the lec- a series of college visits was arranged. ‘There are about fifteen or sixteen colleges in Cambridge Uni- versity, each consisting of a group of buildings and each having its own chapel. The oldest, architecturally most beautiful, and most historic of these were grouped in four tours, and parties of about ten arranged. Quaint and his- toric old colleges, chapels, cloisters, gate- ways, and fountains; exquisitely-carved choir stalls, beautiful stained glass windows, some by Burne-Jones, libraries with ancient books and manuscripts, and wonderful Fellows’ gardens, with little lakes and swimming pools, abounding in bright-colored flowers and magnificent old trees, give a charm to this university which cannot be surpassed. Combina- tion rooms used by the Fellows and filled with rare old mahogany furniture, hand- carved paneled dining halls, with por- traits of famous graduates and _ bene- factors—some by Gainsborough and Reynolds—added interest. A _ special tour was planned to the Pepysian Li- brary, bequeathed to Magdalene College by the author of Pepy’s Diary, the orig- inal of which is shown, as are several other rare old books. Still other delightful features were planned. Organ recitals, one or two each week were given in the chapels; Chancellor and Mrs. Pearce entertained the summer students at an evening garden party at Corpus Christi Lodge; and one afternoon Sir Charles and Lady Walston entertained us with lovely music and a program of esthetic dancing at a garden party at their country home. The “Backs” of the Colleges must not be forgotten. Here, indeed, is one of the loveliest sights in England. Green lawns slope down to the river Cam, on which boating and punting are favorite sports. Here university men with their tures, brilliantly colored blazers give a pleas- ing touch to the picture. The lawns continue a hundred yards beyond the Cam and there graveled walks find their way through magnificent old trees to a public driveway. A pleasant afternoon may be spent rowing up this stream, bordered on one side with flowers and on the other with ancient buildings, At four o'clock many boats will be found anchored at the banks while the oc- cupants have tea, for everyone has tea, either at home, in a tea room, or by in- vitation in the town. The Mississippi Education Association W. N. Taytior Executive Secretary of the Mississippi Education Association, Jackson, Mississippi HE HISTORY of the Mississippi Education Association (called Mis- sissippi Teachers’ Association until re- cently) is a splendid example of what may be accomplished by persevering ef- fort in the face of all sorts of obstacles and difficulties. The Association was organized at Jackson in 1838, and met regularly for several years. There were no State controlled colleges in Mississippi at that time, and there was no_ public-school system. The institution of slavery, of course, existed. "There were no cities and few towns. The only education offered within the State was that pro- vided by a few private schools and academies. The wealthy planters and slave holders usually sent their children to eastern universities. Under these conditions it can easily be imagined that the State Teachers’ Association was a small affair, and had little influence in shaping educational thought. The annual gatherings were small, and there was no constructive program. Naturally the organization was soon abandoned. The Association was reorganized in 1866, and held an important assembly in 1867. What was accomplished by this reorganization and the subsequent assembly is unknown, as there are prac- tically no records of the assembly of 1867. It is safe to assume that the dis- cussions turned largely along the lines of the new conditions brought about by the Civil War, the destruction of slavery, the prospective enfranchisement of the negro, and the like. There was not another meeting of the Association until 1877, and from this date until 1885 the organization met irregularly. In speaking of this period a well-known educator says, “The key note in every assembly of the teachers Was an insistent and wider proclamation of education as the chief need and sole hope of the despoiled and impoverished State. Prejudice against the public schools must be removed, and they must be adapted to whites and to blacks, and so taught that every child in the State might be assured that through integrity, intelligence, and industry the way to prosperity was yet open to all.” In 1885 came a new era for the Mis- sissippi Teachers’ Association and for public education in Mississippi. The Association was reorganized in that year, and has had a continuous existence since that date. In speaking of the period following 1885, Dr. Dabney Libscomb, the Dean of the living ex- presidents of the Association, says, ‘“Tak- ing 1885 to 1922 as the measure of active life of both the public schools and the State Teachers’ Association, it is easy to see their connection; and yet it may surprise some to learn that almost every step in the progress of education during these years has been foreshadowed by discussion and resolution in the State Teachers’ Association, followed gen-— erally by appeals to the public, to the trustees, and to the legislature to make effective the proposals by petition, legis- lation, and appropriation.” During the time covered by _ this period, there have been three distinct phases in the growth of the Association. The first of these was from 1885 to 1905; the second from 1905 to 1918, and the third from 1918 to the present time. From 1885 to 1905 the annual con- ventions were held either during the Christmas holidays or during the sum- mer vacation. Neither time was satis- factory, and the attendance was usually quite small. No membership fee was collected, and the expenses of the annual on dle ed lic ist ite at sy ite ris ict ial Vol. 12, No.1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 3 ge EEE meeting were usually cared for by con- was developed, school terms were length- tributions among the delegates. If the ened, the curriculum was enriched, local proceedings were published at all, the taxing districts were formed, and pub- expense was borne by the State Depart- lic sentiment for better schools was ment of Education. aroused. The tremendous accomplishments of In 1905 the time for the annual con- the Association through this period vention was changed to April and later were out of all proportion to its mem-_ to the first week in May. A member- bership, furnishing the strongest possible ship fee was established and the mem- evidence of the skill and devotion of the bership was increased from a few dozens educational leaders of the period. Uni- to several hundreds. ‘The first meeting form examinations for teachers were held in the spring showed an unusual provided; a system of county institutes increase in attendance. A constitution ita | i 4 i: ES ey Ne RE ORT TT OR EIS LNRM EW PROPERTY PURCHASED BY NATIONAL EDUCATION ASSOCIA- TION—This double brick building and a double frame building, the edge of which is shown at the right, have recently been purchased by the Association for $55,000. As soon as these two buildings can be vacated by their present occupants they will give the Association additional room for its expanding activities. Even more important still they will afford a building site later when the Association’s work has so grown as to demand a modern addition to the present excellent building, purchased in 1919 for $98,000. The Association is to be congratulated upon having obtained this site before it was seized by the real estate interests which are erecting many large apartment buildings in the neighborhood. Two large buildings are now under construction in the block where the Association is located. Another large building is being built across the street and the Walker Hotel—which proposes to be one of the largest and best in the city—is being erected only two blocks away. was adopted providing for general ses- sions and_ sectional meetings. The Association was at last a real profes sional organization. Through this period from 1905 to 1918 the annual conven tions were largely attended, and a great deal of constructive work of far-reach ing importance was accomplished. It would not be interesting to readers of this article to detail the forward move- ments in public education in Mississippi during this period. It is sufficient to say that some study or investigation by the Association, some resolution or discus- sion in the organization furnished the point of beginning for practically ever) forward-looking, constructive movement. The year 1918 is a landmark in the development of the Mississippi Teach ers’ Association, chiefly from the fact that it marks a large increase in member- ship enrolment. The enrolment _ in- creased from 1000 to 5000. This re- markable increase in enrolment followed by another substantial increase in 1919 made possible a Statewide campaign fo better salaries for teachers. In this cam- paign the teachers were aided by the business men, and remarkable results were obtained both in increasing salaries and securing better teaching conditions. This increased .enrolment also paved the way for the final step in development of the organization. This consisted of the establishment of a headquarters’ office in the Capitol of the State, the employ- ment of a full-time executive secretary, and the purchase of the Educational Advance. ‘This was done prior to June 1, 1921. We are now on our second year of operation under this system, and up to this time most gratifying results have been obtained. With an official organ owned and published by the Asso- ciation, with an executive secretary giv- ing his full time to the organization, we feel that the time has come when the teachers of the State shall become real leaders, and through their powerful organization they may direct a con- structive program of education. HE VERY RESEARCH in me- chanics and chemistry that produced the machine age has torn asunder the foundations of the old social order, re leased new and terrifying forces, and now threatens the dissolution of society itself. “The present plight of the world seems to show that mankind is in the grip of inexorable forces which may destroy civilization if not subdued to humane purposes.—From The Economic Basis of Politics by Charles A. Beard. + THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION President Harding on Education HE MOVEMENT for Federal recognition of education, which in- cludes two major proposals—(1) the creation of a Department of Education with a Secretary in the President’s Cab- inet and (2) Federal aid to encourage the States in the correction of glaring shortcomings in certain fields of educa- tion—has made remarkable gains in pub- lic support during the five years that it has been before Congress and the country in the form of the Educational bill. Indeed, the fact that this measure has made more progress in five years than similar proposals have been able to make in ten years is evidence of its fundamental soundness. Its provisions are certain ultimately to be adopted by the Nation. The advocates of Federal recognition of education have known for a long time that a considerable majority of the members of both houses of Congress are favorable to such recognition and that when proposals are before Congress in proper form they may be expected to receive its prompt and favorable con- sideration. Much interest has therefore centered in the attitude of President Harding. It is gratifying to see the official and semi-official utterances of the President give definite recognition to the proposals which the National Education Asso- ciation and organizations representing more than twenty-five million voters have been supporting for periods rang- ing from five to fifty years. The reorganization of the Federal Departments was one of the planks in the Republican platform on which Pres- ident Harding was elected. ‘The Pres- ident, represented on the Congressional Joint Committee by Mr. Walter F. Brown, of Toledo, Ohio, has been giv- ing considerable thought to this problem in an effort to find the best arrangement and one that would be acceptable to Congress and the country. Growing interest in education is reflected in the successive drafts of the reorganization program. ‘That program as published in newspapers on November 12, includes provision for a Department of Educa- tion and Welfare in a form which, with certain changes that are likely to be made by Congress, would be acceptable to educational leaders as embodying one of the major proposals of the Towner- Sterling bill. Federal aid for education, which the President favored in a pre-election state- ment, has recently received further rec- ognition in his addresses to Congress. In his address to Congress on November 21, 1922, the President had the follow- ing to say on Federal aid in general: “I believe in Government aid becom- ingly bestowed. We have aided in- dustry through our tariffs; we have aided railway transportation in land grants and loans. We have aided the construction of market roads and the improvement of inland waterways. We have aided reclamation and _ irrigation and the development of water power; we have loaned for seed grains in antic- ipation of harvests. We expend mil- lions in investigation and experimentation to promote a common benefit, though a limited few are the direct beneficiaries. We have loaned hundreds of millions to promote the marketing of American goods. It has all been commendable and highly worthwhile.” In his address to Congress on Decem- ber 8, 1922, the President recommended Federal codperation in the education of immigrants in the following words: “Our program of admission and treat- ment of immigrants is very intimately related to the educational policy of the Republic. With illiteracy estimated at from two tenths of one per cent to less than two per cent in ten of the foremost nations of Europe, it rivets our attention to a serious problem when we are re- minded of a six per cent illiteracy in the United States. The figures are based on the test which defines an illiterate as one having no schooling whatever. Re- January, 1923 membering the wide freedom of our public schools, with compulsory attend- ance in many States in the Union, one is convinced that much of our excessive illiteracy comes to us from abroad, and the education of the immigrant becomes a requisite to his Americanization. It must be done if he is fittingly to exercise the duties as well as enjoy the privileges of American citizenship. Here is re- vealed the special field for Federal co- operation in furthering education. “From the very beginning public education has been left mainly in the hands of the States. So far as schooling youth is concerned the policy has been justified, because no responsibility can be so effective as that of the local commu- nity alive to its task. I believe in the co- operation of the National authority to stimulate, encourage, and broaden the work of the jocal authorities. But it is the especial obligation of the Federal Government to devise means and ef- fectively assist in the education of the newcomer from foreign lands, so that the level of American education may be made the highest that is humanly possible.” Clearly the friends of education may now work for their legislative program with renewed assurance of its ultimate triumph. It is undoubtedly supported by a larger body of public sentiment than any other measure before Congress. As a member of Congress, referring to the Educational bill, has said, ‘““No other measure ever before Congress has been supported by so many people who have carefully and intelligently studied its pro- visions.” There is cause for satisfaction that the President is giving increasing recognition to these facts in an of- ficial way. me wm & Geel — J “ ‘| ! San Francisco and The Bay Region shrine akin to his cabin in Rock Creek Park on the Capital’s rim. San Franciscans live on the tops and ABBITT and all, one cannot help admiring the American ini- tiative that puts its city among the National “Firsts,” and makes it the Hardware City, the Boot and Shoe City—even the Plug Tobacco City has a homely merit—yet there is savor and lure in this unique “‘First’’: “San Francisco buys more flowers per capita than any other city in the world.” Moreover, and here is where Mr. Sinclair Lewis must be paged, it was not a poet, or a painter, who coined that sentence. It is modestly set down by the San Francisco Chamber of Com- merce. Now Rudyard Kipling remarked that “San Francisco has only one drawback, ‘tis hard to leave,’’ which has become a sort of slogan around the region of the Golden Gate. A San Francisco news- paper editor won enduring memory among his clan by rejecting a story by Mr. Kipling with the curt note that it did not conform to the standards of his paper. Without any wish to share pedestals with this editor one dares suggest that this sentence from a Chamber of Com- merce screed has more meat, and more aroma, than what Mr. Kipling, or Bret ‘Prepared from information furnished by the National Geographic Society, Washing- mee. C. Harte, or Joaquin Miller, or Julian Street said about the city. ‘They all tried—Bret Harte who worked in the NY camera may aspire to be a Corot of California. The breezes which rush in the Golden Gate Gap of the coastal mountain barrier will provide “trees in action” at every turn. mile drive near Carmel. mint there, as Walt Whitman once worked as a clerk in the Treasury at Washington; and Joaquin Miller whose home on the “Hights’ in Berkeley is a ALF AN HOUR from Market Street” is the San Franciscan’s phrase of proximity, equivalent to the New Yorker’s “Forty miles from Broadway.” Would you take a dip along the Beach and Esplanade shown here? by auto or street car,’ “Half an hour [5] These wind-blown cedars lie along the far-famed seventeen- on the slopes of seven—or is it eleven— hills, as they call them in California. In the east one might be tempted to call them Their windows, their sun rooms, and sleeping mountains. living-room porches, look out upon the bay or upon the ocean, or upon the blue wall of the Berkeley hills rising up toward Mount Diablo in the distance. Forego, for a moment, the blue-bay panorama from ‘Telegraph Hill, the sunshine pranks of playful pinnipeds on Seal Rocks, the joss-stick atmosphere of rejuvenated Chinatown, or other famous sights of the Bay City, and watch the San Franciscan going home at five o'clock of a week-day. He is neither particularly tired nor especially hurried. “The climate,” the Californiac will reply to your unspoken, “why not?” Let him tell it, and he even will give statistics to show how, in the Bay Re- gion’s equable climate, a factory can pay higher wages and work its men shorter hours than elsewhere and produce more. It is bracing, this climate, and there is not the economic loss that comes from days of extreme heat or extreme cold. The that those First, ‘thow- service is such may sit. street-car who ride —— “a A FRIES A Oar a en er 6 THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION January, 1923 UST a suburbanite’s view across San Francisco Bay. It is said that more resi- dents of the Bay Region live upon intimate terms with ocean and mountain than any other community of comparable size in the world. Here Corinthian Island and Tiburon are seen from Belvedere. ever, the home-goer is very likely to stop at the corner flower stand. The downtown streets are gay with flower stands every month in the year. ‘They are as ubiquitous and as busy at rush hours as a tobacco shop or a candy store in eastern cities. Twenty-five cents—or “two bits” as they say in California—will buy an arm- ful of flaming marigolds. Then an out- side seat on a street-car, for it is never too cold to sit outside, and a roller coaster sort of ride, up, down, and around steep hills. These cars are run by cables. Their laying was a feat in engineering, riding on them is a jolly experience, commemorated by Gelett Burgess in “The Ballad of the Hyde Street Grip,” and the varied scenery is of a kind worth riding far to see. Your San Francisco friend may tax your tact and your loyalty by asking how this home-going compares with subway or elevated travel. Another way of seeing San Francisco is to drive up the boulevard that circles Twin Peaks, when you will see San Francisco spread like a gaily patterned robe over the hills and valleys on which the city is built. Market Street, a wide white line drawn due east from Twin Peaks into the bay, divides this robe into two parts. This Market Street is the city’s famous “Path of Gold.” Its en- tire length is visible from either end. It won its name because of the night- glory blaze of its myriad lights, To the right of Market Street is “the Mission,” a sheltered and sunny district centering around -the ancient Mission Dolores and extending down to the Bay where half a dozen great warships ride at anchor in Man O’War Row. To the left is Telegraph Hill, from whose top the forty-niners once .wig-wagged the ships coming in from around the Horn. Today a _ radio broadcasting — station records the daily comings and goings of LS a vastly richer and more intricate life of the sea: the deep-lunged liners steam- ing slowly in through the Gate and tying up at the great pier-warehouses at the foot of Market Street; the storm- beaten Alaska fishing fleet anchored in China Basin; the little blue and white power boats of the Italian fishermen at fishermen’s wharf; the square-rigged lumber schooners lifting their tall spars in the cove between Sausalito and Belvedere. On the southern slope of Russian Hill, Chinatown may be distinguished as a long line of flaring gilded roofs and ornamental balconies extending from the Latin quarter half way to Market Street. Farther along the bayshore the cliffs rise steeply and a huge ridge castellated for miles with villas built into its sides and along its crest stretches clear to the ocean. Here golfers may be seen 365 days of the year. Inland are the pleasant residential districts of Sunset and Richmond, bor- dering the four-mile enchanted wood which is Golden Gate Park, shaped like Central Park, New York, but twice its area. Its attractions range all the way from its tennis courts to a zoo; from its children’s playground to an aviary and a botanical garden. On the other side of Twin Peaks are other residential Parks with curving streets and fountains among the eucalyp- tus groves that clothe the smooth, sunny hill slopes stretching down to the sea. The Easterner may best visualize San HIS may look like an airplane view of San Francisco. It is the panorama which meets the eye from Buena Vista Park, north of Twin Peaks, which are pierced by a 12,000 foot municipal tunnel, ra aA — -—— bea _» God teed Oe life am- and 5 at rm- nite | at ged ars and ian hed and ‘om ket ore uilt tae i ¢ ns | i ima ich aciemsaindanmemsionendnesn REET FRE che al Vol. 12, No.1 Francisco’s site by a comparison with that of Boston and, one hastens to add lest the San Franciscan irate, vastly magnifying the geographic scale. San Francisco rides the northern end of a peninsula, as does Boston, only the peninsula which thrusts its hilly head- lands toward the Golden Horn would, lengthwise, the distance from Washington to Baltimore. The loca- tion of Oakland to San Francisco would correspond to that of Cambridge to Boston. However, the landward side of the peninsula is cut by a bay six miles wide at this point instead of by a narrow river such as the Charles. On the opposite side of the Golden Gate, in positions comparable to Malden and Revere in Massachusetts, lie Muir Park, with its cathedral aisles of noble tres and Mt. ‘Tamalpais, up grow span which climbs ‘the crookedest railway in the world.” On this south-pointed penin- sula also are San Rafael and Sausalito, both in the county named for that Indian, Marin, who first fought the Spaniards but later found it more profitable to run a ferry for them be- tween the two peninsulas. All the places mentioned, and many more, are “easy distances” from San Francisco or from Oakland. Within fifteen miles of the Civic Center one may plunge into the forest primeval or climb mountains, wander by rippling streams or revel in meadows of flaming wild flowers. A half dozen splendid beaches are easily accessible. To any of them one former’s % AN JUAN BATISTA THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION re eee ate lll. is OETICALLY considered, California's mountains grow out of the sea; geolog- ically, they have partly sunken into the ocean. Had the Alleghanies settled down as has the Sierra Nevada range, the sites of Philadelphia and Washington and Charleston would provide habitations only for the fishes. and return in an afternoon. The Sequoias (Sequoia sempervirens) of Muir Woods are scarcely two hours away. In the spring, the blossom-filled “Valley of MHeart’s Delight’ which draws superlatives from the most sea- soned globe-trotter is at the city’s door. Carmel, with its ancient mission and its artist colony bordering the blue waters of Monterey Bay, is a short day’s run. Angel’s Camp, Hangtown, Sutter Creek, and other historical spots in the fasci- may go MISSION is one of the most beautiful and best preserved of these ancient landmarks. Its charm is enhanced by its location in one of the least-changed towns of the earlier régime. nating and beautiful Bret Harte country may be visited comfortably in a week- end trip. Add an extra day to your week-end and you Yosemite, Sequoia National Park, or Lake ‘Tahoe, three of the most celebrated scenic won- ders of the world. In scaling distances of California the eastern visitor also may need to be re- minded that this State’s coast line, if measured along our Atlantic seaboard, would reach from New York to Jack- sonville, Florida. can see Roughly its mountain ranges lie like a huge, top-heavy figure “8,” with the greater upper-loop en- circling a garden valley into which Massachusetts and New Hampshire would fit with room to spare. Recall that this Gargantuan natural bowl is broken through, and drained out, only at the Golden Gate, and you have one of the clearest examples to be found in all the world of a city. how geography locates One needs also to recall the elemen- tary geographic differences between the Atlantic Coast, with its inland moun- tains, warmed by the beneficent Gulf Stream, the Pacific Coast barriers to screen it Arctic air Then that the great parenthetical arms of the mountain ranges filter the air from the sea and the blasts from the deserts to create a balmy, even, humid temperature for this great, fertile valley which pour and with mountain from currents. note 8 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1923 land blazed the path of open-air schools, a principle adopted elsewhere when the Satary Scueputes—Teacher Training Institutions climate will permit and employed widely for physically defective pupils, although 1921-22 Oakland’s climate justifies the open air == = = rooms for all-year-round use which now are provided in every new school. Salaries per year Cedar Falls, Neither is it necessary here to go into Greeley, details of San Francisco’s great civic New York Michigan Minnesota Missouri Milwaukee, Wisconsin Indiana Kalamazoo, Los Angeles, California Colorado Normal, Illinois Macomb, Illinois Pittsburg, Kansas Winona, Albany, | Kirksville, center, with its million-dollar public ]j- brary and its auditorium that cost even more; to follow the lure of its New _ — — N _ w 6000-6999. . Chinatown, retaining the exotic quali- ties of the East without its old-time squalor of the days before the fire; to eat in many languages at the quaint places for which the city is famous, The guidebooks set forth all this, and tell of the beauties of the beach drive- way, of the famous Cliff House over- looking the rocks on which the sea-lions romp, of the bathing establishment a aad ARES Es which is among the biggest in the world, of the Latin gaiety of the city’s night life, of its far-famed Bohemian Club, The best advice to any visitor to the city 5000-5999. 4500-4999 | 4000-4599. . 3500-3999... | 3000-3499. . 2500-2999... +2499.... 1500-1999. . Number in faculty. 128 62 42 96 123 84 80 104 37 45 49 Average salary. . .|$2434 $2791 $2799 $2751 $2873 $2878 $2543 $2931 $2854 $2815 $2686 $2877 $3773 $2637 This table is based on data collected in February, 1922, by Mr. John R. Kirk, president of State Teachers College, Kirksville, Missouri. The purpose of the study was to secure a comparison of salary ratings in representative teachers colleges that parallel the functions and curriculums found in the Missouri State Teachers Colleges. Only full-time instructors devoting from 42 to 48 weeks a year to instruction are concerned. Twelve of the fourteen institutions are degree-conferring State teachers colleges. Data available for twelve of these schools showed that the percentage of gain in salary between 1920 and 1922 ranged from 19% to 72% and averaged 32%. its products, as well as its waters, at San Francisco’s feet. There is little need to describe the beautiful Greek Theater of the Uni- versity of California, nor the unique in- terest which Leland Stanford, at Palo Alto, holds for educators, nor charms of residential Alameda. In San _ Fran- cisco’s neighbor cities there also are noteworthy facts beyond those of ar- chitecture, scenery, and noble civic mon- uments. Berkeley, which appropriately was named for the man who prophesied “Westward the Course of Empire Takes its Way,” prides itself on its “Golden Rule Police Department” which made pioneer effort in exceeding its punitive functions to aid unfortunates. Odak- is to regard San Francisco not as a city of 500,000, but as the center of a group of cities and towns aggregating more than a million people. Second: to note that while California is vast to Eastern habits of mind, the City of Flowers is within easy reach of a number of dis- tinctive scenic, historic, and pleasure resorts which, in themselves, are note- worthy. Even the most hospitable cities have their predilections, which the tactful will observe. Don’t, then, call the city “Frisco; and remember it was a fire, not an earthquake. Grand total Total | tax revenue revenue for the for public | State | education I! of Col. 2| Per cent| Revenue for | Per cent which | elementary which Col. 3 is | and high schools of Col. 2 gue "a 4 5 6 5.......| $50,828,000 | $15,754,000 | 55,468 , 000 57,862 , 000 63 ,406 , 000 68 , 367 ,000 75,615,000 | 111,459, 000 114,641,000 17,310,000 | 17,776,000 | 20,014,000 | 22,064,000 | 26,140,000 44,874,000 47,887,000 | | 31 | $14,376,000 31 15,882,000 30 | 16,498,000 31. | 18,523,000 32 20, 502 , 000 35 24,532,000 40 43,242,000 42 | 44,696,000 Per cent of Col. 5 Col. 5 is | from State sources Number Cost of of pupils | transporting transported pupils Expenditures for new buildings 9 10 37,344 37,456 46,999 57,059 62 , 463 62,482 67 ,983 $747 ,O11 1,164,726 902 , 047 1,250,460 1,495 , 547 1,949 034 2,404,034 Column 2 gives grand total tax revenue for all cities, towns, townships, counties, and for the State and includes expenses for all purposes. Column 3 gives tax revenue raised for all forms of public education—includes revenue for higher education, normal schools, teacliers’ pensions, and the like. Column 5 gives total tax revenue for elementary and high schools; excludes revenue used for higher education, normal schools, and pensions. Column 7 gives per cent of column 5 from State taxation as opposed to local taxation. Note: This table prepared by the Research Division from data taken from Cost of Education in Indiana, by Benjamin J. Burris, State Superintendent, The Educator Journal, September, 1922. 1923 ools | the idely ough 1 air now into Civic ¢ li- even New uali- time ; to laint 1Ous. and rive- Ver- lions nent orld, ight ‘lub, city city roup nore note tern rs is dis- sure iote- lave tful city fire, ~ ake aoe Vol. 12, No. ] THE JOURNAL oF THE NATIONAL EpucaTion AssociATION 9 Administrative Women in Education HE NATIONAL COUNCIL OF ADMINISTRATIVE WOMEN IN EDUCATION was organized in Oakland, California, August 20, 1915, during the meeting of the National Edu- cation Association, by a group of profes- sional women representing practically all sections of the United States. ’ The objects of this organization, ac- cording to its founders and expressed in the first constitution, were “the unifica- tion of the activities of all school women holding administrative positions, and co- operation with other organizations in the investigation and solution of educa- tional problems.” After seven years of operation, the purposes remain essentially the same, except that the social or acquaintance- ship value has come to be recognized as important not only in itself, but for its effect on codperative effort. ‘This has, therefore, been added as one of the objects of the Council, and the increas- ing appreciation of its value is implied in the fact that in a proposed revision of the constitution, the first thing named under “purposes” is “to strengthen the friendly and professional relation of ad- ministrative women in education.” The officers are a president, vice-pres- ident, secretary, treasurer, and a vice- president for each State. The duties of the last named are to organize a State council and to serve as a medium of communication between the National and State organizations. Active vice- presidents have not yet been found for several of the States. The term “administrative includes holding schools or school systems as follows: superintendents of schools—State, city, and county; assistant, deputy or district superintendents; principals, presidents, or administrative heads; assistants to principals of high schools; deans of col- women” women positions in leges, normal, and secondary schools; heads of departments in college, normal, administrative heads of special branches—art, music, household arts, physical education, li- and secondary schools; brary, et cetera; and supervisors of de- partments, or divisions of school systems, ‘Prepared for THe JourNAL by Mrs. Mary D. Bradford, of Wilmington, Delaware, President of the National Council of Admin- istrative Women. as of kindergartens, primary or elemen- tary grades, or of rural schools. Two meetings of the National Coun- cil of Administrative Women in Educa- tion are held each year—one in the summer with the National Education Association and the other with the De- partment of Superintendence. ‘The lat- ter is the annual or business meeting at which officers are elected and reports heard. In recent years it has become cus- tomary to have a special program com- mittee, whose function is to propose a working policy for the direction of the organized effort of the members. ‘The report of this committee is presented to the conference, discussed, modified, formulated, and adopted. As soon as possible copies are distributed to the vice-presidents and to such local branches as have been reported. In several States the organization is well developed ; conferences are held in connection with meetings of State and sectional teachers’ associations. In a number of cities there are local branches as in Buffalo, Chicago, Kansas City, Denver, and Kenosha, Wisconsin. In 1917, a special program committee sent out a brief questionnaire to over two hundred of the prominent women in education in the United States, asking advice in regard to aims upon which to centralize effort. In the report of this canvass at Atlantic City in February, 1918, the committee, after reviewing the effect of the war upon education, recom- mended the following program: “1, That all activities, interests, and forms of service brought into the schools by the Great War, which contributed in any important way to the development of American ideals of citizenship and which are not incompatible with our standards for intellectual, moral, and physical education, be encouraged and continued. “2. That women in administrative positions in education, who, by virtue of these positions are able to influence large numbers of children, make it an especial object of patriotic endeavor to get into the mind of every child whom they can reach, a simple elementary creed, ex- pressive of American ideals of democ- this to be indelibly fixed by repetition in the memory of all children racy, in our schools, and left to make its sure contribution to the better citizenship of the future.” Towards the accomplishment of this purpose hundreds of copies of The A mer- icans’ Creed were distributed. At Chicago, February, 1919, a health- Out- lines of health topics and reference lists were sent to all vice-presidents. At Salt Lake City in July, 1920, a working policy for new was adopted. promotion program was adopted. undertakings Its propositions each of which had been carefully thought out and shaped by a woman prominent in the activities of the organization: (1) Re- cruiting teachers, by Abbie Louise Day; (2) Equal representation by men and women, by Annie Webb Blanton; (3) Providing adequate living conditions for teachers, by Mrs. K. W. Jameson. The fourth, in the form of a resolution in- troduced by Mrs. Susan M. Dorsey of Los Angeles, and bearing the title Equal Recognition of Equally Qualified Teach- ers, is given here in full, for the reason that the principle involved was given wider recognition and endorsement in one of the resolutions adopted at the 1922 meeting of the National Education Association in Boston. It was as follows— “Whereas, It is the right of every “child whatever may be his age to be taught by a well-qualified teacher, and no teacher can be too well qualified to teach any child. Be It Resolved, That teachers equally qualified should receive equal recognition, irrespective of grade or school, expressed not only through professional and social recognition, but through equal compensation.” The recent Boston meeting called the attention of administrative women to other movements needing support. This latest working policy included active interest in the No-more-War movement and advancement in teacher training. Limitation of space forbids further account of work done. It is proposed to follow up the important aims and objects adopted as a working policy by reprints of helpful papers and addresses or advice upon these matters, and to distribute these among members to the extent that funds will permit. We hope thus to increase and strengthen the assistance which adminis- trative women may give to educational causes needing support, and thus help them to contribute more to the general progress for which men and women are together working. Benjamin HE NUMERAL SEVENTEEN entered frequently into the life of Benjamin Franklin. He was one of a family of seventeen children, he was born on the seventeenth day of Jan- uary of the year 1706, he was seventeen years of age when he became a publisher and it was in that year that he made his memorable journey from Boston to New York and Philadelphia. He spent seven- teen years in England as agent for the American colonies. Young Benjamin was sent to school by his father for two years. At the close of that period his father told him it was time for him to learn a trade and suggested his own business of soap and candle making. Benjamin had no taste for that calling and his father, fearing that he might run away to sea, as his oldest brother, Josiah, had done, took him the round of the shops of Boston with the idea of interesting him in some other pursuit. Cutlery seemed to at- tract him most and he decided to adopt it, under the tutelage of a cousin who was acutler. Later he was apprenticed to his older brother, James, who had learned printing in London, had brought a small outfit to Boston and had set up in business there. James established a newspaper for which he -and his friends wrote news items and articles of general interest. Benjamin aspired to be a journalist but, knowing that his brother would not look with sympathy upon such an ambition, he slipped the articles he wrote under the door at night where his brother found them on opening up the next morning. Much to Benjamin’s delight, all his contributions were published and it afforded him satisfaction to hear the names of persons of importance sug- gested by his brother as their possible author. Benjamin had the good sense to rec- ognize his own deficiencies. Realizing that he did not know how to write in the approved manner he decided to teach himself. He studied what he knew to be good literature and, having mastered some particular subject, would set his thoughts down on paper and then after a lapse of time would compare them with the masterpiece which had inspired ‘Editor of the American Printer, 239 West 39th Street, New York City. Franklin at Seventeen Joun Crype Oswatp' them. Thus he was enabled to discover his own faults of literary expression and to correct them. There were in his time no _ public libraries or other facilities for the use of good books without cost to the user. Books were expensive and Benjamin had He had been apprenticed under an agree- ment by the terms of which his brother no money with which to buy them. states- BENIAMIN FRANKLIN, journalist, diplomat, philan- thropist, philosopher, scientist, pioneer in many fields, and an apostle of thrift and systematic self-improvement; born at Boston, January 17, 1706; died at Philadelphia, April 17, 1790. man, was obliged to provide board and cloth- ing. James was a bachelor and conse- quently had to pay to others a definite sum regularly to take care of his part of the agreement. Benjamin offered to accept half the amount in cash and with it to provide his own board and clothing. His offer being accepted, he lived so frugally that he saved half of this sum for the purchase of books. He not only read the best books, but he mastered their contents. He organ- ized other boys of his own age into a club called the Junto. They met at stated intervals to indulge in debates over all kinds of questions. Each of them brought a book that was added to a common store from which the mem- [10] bers were privileged to borrow. Out of this small beginning grew eventually our present public library system. Young Benjamin went further in his plans for self He ar- ranged a set of twelve virtues, such as order, improvement. resolution, and he prepared a small table giving the names of the virtues set opposite the days of temperance, the week on which it was his custom to make entries of his observance or non- observance of them. Later, believing he was becoming proud, he added humility as virtue number thirteen. He set up for himself a statement of his religious beliefs and wrote a prayer for daily use. Order was a virtue he found difficult to observe and he accord- ingly prepared a special schedule cover- ing it. In this schedule he put down the twenty-four hours of the day with a definite duty or pleasure assigned to each. ‘Temperance virtue of which he was advocate. A prevalent belief was that in order to be strong one must indulge in strong drink. Being a teetotaler, he was known as the “Water American.” He proved the truth of his theory by carrying loads twice as heavy as those carried by the advocates of the use of strong drink. Benjamin Franklin’s belief was that appearances count for a great deal in the estimation of those to whom he looked for patronage in business. He was in- dustrious to a marked degree and he was willing that his neighbors should become aware of the fact. Consequently, after he went into business for himself, he used a wheelbarrow to make deliveries of the product of his printshop and he pushed it through the streets himself. He lived simply, worked hard, met his obligations faithfully, and in twenty years built up a fortune of sufficient proportions to justify the belief that he could retire and henceforth devote him- self to public service. Benjamin Franklin the first American philanthropist. He gave lib- erally of his time and money to good was a a strong was causes and was ever ready to help a friend in need. But he was never waste- ful or extravagant. He practiced econ- omy, conserved his resources, and made wise investments of his surplus earnings. He prized money seemingly only for the good he could do with it. 7 " @ ty ~~ — 6 ‘” elicitin Vol. 72. No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1 Impressions W. G. N SATURDAY, June 24, I em- barked from Southampton on the Aguitania for what proved to be one of the most enjoyable and instructive weeks I have ever spent. I would like to give one or two impressions of America that I got from talking to Americans on the boat. It was curious to hear English- men talk of “their’’ country (America) as the best, the freest, and most progres- sive country. Of one has a limited range on a boat, but I did get an unmistakable impression that Amer- ica was first with them, and that the reason for this was that it had provided them with opportunities for getting on, and they had got on. They blessed America because America had _ blessed them with material goods. One of the dangers of American life, however, is that it will accept the word and emotion of freedom for the fact of freedom. Upon my arrival in Boston on Sun- day morning, July 2, my welcome was all that could be desired—a beautiful room in the Copley Plaza Hotel and the officials of the National Education Association looking after my slightest needs. Then and there I had my first experience of American kindness. As a result of my sea voyage my throat was sore and my voice uncertain. One of the officials immediately took me in charge, securing a specialist who put me sound and fit for my evening perform- ance. Upon arriving at Mechanics Hall I was introduced to the President, Miss Charl Ormond Williams. At once I formed the opinion that here was a per- son of great charm, ability, and force of character. And my first impressions were fully justified by her innumerable speeches during the week, by her conduct at association and civic functions, and by her handling of the meetings. I was introduced as the first speaker. The two eminent men who followed me referred to those parts of my course, conference speech which had emphasized the importance of teachers and the schools in promoting ‘Excerpts from a series of articles in The Schoolmaster, the official organ of National Union of Teachers in England and Wales, of which Mr. Cove is president. Mr. Cove, who is a teacher in Rhondda, Wales, was the guest of the National Education Association at its meeting in Boston last July. These excerpts have been prepared for THE Jour- NAL by the Division of Elementary School Service. of America Cove peace amongst the nations. And it is well that this should be driven home both to American and English teachers! The whole body of American teachers represented at the conference were keen in applauding all references to the need for international understanding. Not only so, but the National Education Association is endeavoring to organize the teachers of the world in the cause of world peace. Unless the world finds a basis for peace we shall find that Amer- ica will develop the military spirit and become a great and powerful menace to world peace. The danger of this lies not in the nature of her people, not even in the de- sires of her people, but in the peculiar conditions pertaining to America. Ina world in which war is an imminent danger, she cannot risk neglecting the cultivation of what they term “Amer- icanism.” We must remember that in America, over her vast area, there are little National colonies of many nations which she has to absorb into American life and traditions, and imbue with the National spirit at a hothouse pace. The American schools have a very great and delicate task to perform. ‘They have to weld the people of America into a nation without making her peoples jin- goistic and militaristic. “They must be preéminently the agents of American culture and American nationalism. The moulders are the teachers in the schools. But I am convinced that the need for international codperation is imperative for it can readily be seen how easy it will be to turn legitimate and healthy nationalism into arrogant and boastful nationalism that will find its outlet in war. The National Education Associa- tion is alive to this danger, and is bend- ing its whole efforts to secure the reign of democracy and the establishment of world peace. Their organization has a Foreign Relations Committee and they are hoping to invite the teachers of the world to America next summer to a World Conference on Education. It is a project worthy of the great National Education Association and in my opin- ion, of the fullest moral and financial support of our National Union. 1 need hardly say that my efforts will be cast in the direction of codperation in this most worthy object. We cannot afford to wait upon politicians and statesmen. The organized teachers of the various countries must do moting their share in international understanding. Unless I am greatly mistaken the Na- tional Union of Teachers will do all that lies in its power for the cause of world peace, and particularly in cement- ing the bonds of friendship between the English-speaking races. As to my impressions of the Confer- ence, it was, indeed, an inspiration to look upon that huge gathering of teach- ers, superintendents, university presi- dents, and professors, many of whom had travelled more miles than I had to attend the Conference. For hours they sat listening to reports of standing com- mittees and speeches that were all di- rected to the single theme of “Education and the Democratic Awakening.” It was strange and inspiring to me, coming from the atmosphere of reaction and an attitude of defence, to find them dis- cussing proposals for and development. Judging by the confer- ence the British enthusiasm of 1918 has been transferred to America. ‘There is evidently life and vitality in education circles in America. And hardly a word did I hear of teachers’ grievances. Not because they haven’t grievances, but because the National Education Association believes that grievances will disappear with the increasing public estimation of education and the higher appreciation of the status of teachers. I desire now to say em- phatically that the conference was a brilliant success and a great inspirational achievement. I think we can learn something from America in this respect. No critics, after such a conference, could say that the American teachers were not concerned about education. The work that is done by various guilds and socie- ties in this country is there done by this one, all-comprehensive Association. The prestige that is gained by the discussion of education—as apart from the partic- ular interests of the profession—is not confined to a few, but is the regard of the whole membership of the Associa- tion. I have been musing since my return upon the possibilities of the Na- tional pro- extension Union of Teachers organizing such an association. It might help to impress the public, as it is undoubtedly doing in America, that we are really anxious, as a collective body, to further the cause of education and to perfect our technique. The difference in the character of this conference and that of our own expresses the main difference between the two 12 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION January, 1923 organizations. The National Educa- very hard and persistently for increased training for elementary schools. It is tion Association is not so much con- salaries, but on the whole I think it may not necessary here to stress differences of cerned as is the National Union of be said that they have not had such method; the past traditions, the geo- Teachers about the particular profes- sional interests of teachers. As far as I could gather, it would neither coun- tenance nor sustain teachers in any strike or lock-out action. It relies mainly on the creation of an educational atmos- phere and public sentiment towards the teachers. I am inclined to think that, on the whole, the National Education Association has pressed along the line of least resistance. Public sentiment in America has, on the whole, been more favorably disposed towards education than public opinion in this country, and hence the activities of the organization have been directed towards moulding this sentiment in favor of the schools and their teachers. I was interested in the attempts that have been made to pay equal salaries to elementary and secondary teachers of equal qualifications. What is known as the “single salary schedule’ has been adopted in one or more cities in about seventeen States. Professional training and length and merit of service are the bases of the single salary schedule. Its great merit is that it tends to unify the profession. And this movement towards unifying the profession is one of the marked tendencies of advanced educa- tional opinion in America. Strangely enough to a Britisher, the movement seems to have had its origin and its impetus in the “higher ranks.” On the whole, the professors of education, and other university professors in America, are much closer to the elementary and secondary teachers than they are in this country. They impressed me as being less aloof and less academic. Many of these men and women gave me the dis- tinct impression that they desired equal training, equal conditions, equal status, and equal salaries in elementary and secondary schools. We have a few uni- versity people here who desire the unity of the profession, but they are too few, too powerless, and too remote from the other sections to constitute a movement. I have been asked if the American teachers are as “well off’? as we are. Generally, there does not appear to be much difference, but on the whole I think the American teacher has a better wage. I feel, also, that the American teachers’ salaries are a truer index of public appreciation of their work and status than are salaries in this country. Of course, the American teachers have had to agitate, and in some cities agitate fights as we have had in this country. American teachers, many of them, com- plain of lack of status and public ap- preciation, but they have not had to fight against a tradition of—dare I describe or enumerate? It is hardly worthwhile. The American teachers, too, impressed me as being less ashamed of their profession than we are in this country. How many of us refuse to “let on” that we are teachers when away from home? You cannot attend a con- ference of the National Education Asso- ciation and escape the essential dignity of the profession. It was the great merit of the teachers I met that they seemed proud to be known as teachers. We have something to learn from them in this respect. The training of teachers is receiving much attention from educationists in America and the literature upon the matter is voluminous. There is a strong movement to raise the qualifications of the profession and to adopt a uniform period of training throughout the States. I was struck by the fact that the best qualified people in the profession were demanding the best qualifications and graphical differences may impose dif- ferent methods upon the two countries, It is enough to emphasize the growing consciousness that teaching in one grade is not more important than teaching in another grade, and the unification of the teaching process and the profession de- mands equal training, equal pay, and equal recognition for elementary and secondary teachers. I wish to record once more my deep appreciation of the kindliness of the American teachers. I have left un- recorded the names of many who helped me gladly in Before closing I wish to refer to Dr. William B. Owen, the new President of the Association. Dr. Owen will certainly do one thing; he will bring business apti- tude and procedure to the Association. He will help, too, to consolidate the sec- tions of the Association, for though not a classroom teacher, he undoubtedly has the full faith and confidence of the class teachers. They will have in him a sympathetic president, and as such, I believe, he will be a great’ power for unity within the National Education Association, various ways. Post-W ar Education in Germany HE MOST FAR-REACHING GENERAL CHANGE in German education since the War is in the leading influence exercised by the central govern- ment—an influence which did _ not exist previous to the Weimar constitu- tion. Education in Germany is now centralized. General policies are estab- lished by the central government, leav- ing the details of legislation to be worked out by the single federal states. The interest of the central government is in charge of the ministry of the interior under the secretary of state, aided by an advisory government board, consisting of delegates from the various federal states. This body has no power to sug- gest or outline new laws but its specific duty is to deliberate on educational questions and arrangements, on problems as the uniform beginning of the school year, the length of vacations, and the evaluation of teaching certificates. such ‘Prepared for THe JourNnaL by the Di- vision of Elementary School Service from material furnished by Dr. George Kartzke of the Amerika Institut, Universitatstrasse 8, II, N. W. 7, Berlin, Germany. According to a law passed in April, 1920, every German child must go through at least four of the eight classes of the elementary school (Grundschule) before entering the middle or higher The “Vorschulen” formerly connected with the higher schools in many cities and giving elementary in- struction to those who expected to enter the higher schools have been abolished and by 1930 all private schools serving a similar purpose will have disappeared. There is a tendency to reduce the higher schools. schools from nine classes to eight classes, the chief resistance to this plan coming from the teachers themselves. If the new theories are realized there will be eight types of higher schools: Gymnasium, Realgymnasium, Oberreal- schule, deutsche Oberschule, each type having an “Aufhauschule’” coérdinated with it, offering in a much shorter time the same course of studies as the school to which it belongs, but in a condensed form. older children, who have had no oppor- tunity of entering the regular higher These schools are organized for 23 of eo- lif- ies, ing ide the de- ind ind eep the un- ed ore am the nly yti- on. eC- not has ass for ion ril, go Ses le) her rly in in- ter ied ing ed. ler eS, ing ere Is: al- "pe red me ol sed for or- 1er Vol. 12,No.1 —— school at the normal age or who cannot afford the time for a school-attendance extending over many years. The deutsche Oberschule is a new type of school that stresses the study of German and has one other compulsory modern foreign language. At present French is given first place but there is a strong tendency toward replacing this with the English language owing to its practical value and the greatness of its literature. At a number of the higher schools, Spanish, Italian, Polish, and Russian are offered. ‘The Gymnasien with the two classical languages as main subjects of instruction are fast being replaced by the more popular Realgymnasium and Ober- realschule. A number of interesting reforms have been introduced into all schools, among them the principle of the “Arbeitschule” which means a new plan of teaching by means of manual instruction. In place of the rigid drill of former days and the old-fashioned method of giving the facts on the basis of the teacher’s authority, the child is led to find the knowledge independently through observation, ex- perience, and induction. ‘Thus the mat- ter of discipline has undergone an entire change not only in the relation of «teacher and pupil but in the relation between school and parents. This is reflected by the newly created “Eltern- beiraite’ (codrdinated parents’ board) organized for the purpose of closer co- operation between school and parents in all school affairs. Plans are under way for uniting all of these into one big national organization called “Reichsel- ternbund” and to have them sanctioned by ministerial decree. Among the reforms that apply to the higher schools only are the “Schulge- meinde” (school community) and the “Schiilerausschiisse” (pupils’, boards) whose purpose is to encourage self gov- ernment of the pupils in all matters of outer school discipline, to stimulate in- terest in school affairs, to afford the stu- dents an opportunity of expressing their views, and to develop a sense of responsi- bility towards the fellow pupil, the school, and the teachers. Even the con- servative universities now have their student boards. The place of religious instruction in the schools is still a matter of debate. Parliament has not yet decided the ques- tion of simultaneous education of pupils of all confessions as embodied in the “Simultanschule” now generally known as the “Gemez:nschaftsschule.”” Most elementary teachers as well as the repub- lican parties are in favor of these schools and the gradual abolition of confessional religious instruction which means sepa- ration of church and State. The Cath- olic party and the reactionary protestant are opposed to it. ‘The first step toward a solution of the problem has _ been reached by allowing the parents to de- cide whether or not their children shall be taught religion. A reform suggested and demonstrated by Mr. Berthold Otto known as the “Gesamtunterricht” is the abolition of a fixed course of study for children and the opportunity given them to suggest to the teacher what he shall explain and teach. In addition to these fundamental re- forms a number of secondary ones have been put into practice or at least are under consideration. A course in “Staatsbiirgerkunde” (civics), the in- terpretation of the Weimar constitution, is compulsory. Greater stress is to be laid upon modern political and economic history with special reference to Ger- man history or “Kultur.” In _ republi- can Germany history is to be taught from a republican point of view. The whole subject of history seems to be in a state of transition owing to great dif- ferences of opinion. Giving geography a higher place among the subjects of in- struction is being strongly advocated by the famous Berlin geographical society. A considerable increase in the number of German favored in many circles. If geography and German are given greater emphasis the time formerly devoted to mathematics and the natural sciences will have to be proportionately reduced. ‘The free elective system. in various subjects for the upper classes giving freer scope to the talents of the pupils is another progressive step that is being seriously considered. Instruction by means of educational films is common in all of the larger cities. Outdoor sports including row- ing, swimming, football, and baseball are strongly emphasized, credits are given for gymnastic work the same as for academic work, and even interscholastic games are encouraged. Excursions are made into the country and many schools have camps in the forest or on a lake where pupils may spend a week end or even the summer vacation. Hygienic care of children has been improved, al- though the schools are greatly handi- capped by lack of funds. There has been little change in the official relation between headmasters and teachers. In the elementary schools the administration has always been codéper- lessons is THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 13 ative but in some cities it is proposed to further democratize the schools by havy- ing the teachers elect the rector. In the higher schools the authority of the “Di- rektor” has been greatly curtailed as a step toward a more democratic adminis- tration. The director is no longer su- perior to his teachers but their speaker, and must summon a conference upon the request of a certain number. His orders must have the approval of the teaching staff or they may protest and appeal to a school conference. Whether the gov- ernment shall continue to appoint the director or grant this privilege to the teaching staff is not yet determined. There has been practically no changes in the administration of the universities. Radical and utopian reformers go much further in their demands for changes than the reforms outlined here. Paulsen, the socialist, in his ‘“Gemein- schaftsschule” advocates that every child should be given freest scope and liberty in school according to his indi- vidual liking and talents regardless of the traditional demands of society. Stu- dienrat Professor Oestereich, of Berlin, the ultra reformer, strives after some- thing as ideal as the “Padagogische Pro- vinz” outlined by Goethe in his Wilhelm Meister. A number of less radical re- form schools have been started in all parts of Germany known as “trial schools.”’ All of these reforms presuppose a highly-trained body of teachers. There- fore the problem of the training of teachers, chiefly the elementary ones, is being widely discussed. ‘This will prob- ably result not only in the establishment of “pedagogical academies for teachers” but also the opening of the universities to them, a right for which they have been fighting for many years. A re- markable uniformity will thus be brought about in the training of elemen- tary and higher teachers—a leveling which is strongly opposed by exclusively academic teachers and an overwhelming majority of the university professors, many of whom have gone so far as to join the monarchical opposition. The former privileges of the male higher teachers are still further endangered by the demands of the female higher teach- ers that only female teachers be em- ployed at the higher schools for girls. At present one third of these places are still occupied by men whereas not one female teacher holds a_ teaching place at the Gymnasium for boys. The salaries of all instructors are miserably poor and fail to attract many of the best students to the profession. 14 THe JouRNAL OF THE NATIONAL EpucaTION ASsociATION January, 1923 The Denver Bond Election R. A. PUFFER Director of the Department of Vocational Guidance, Public Schools, Denver, Colorado N A CITY which had already ex- pressed itself as unfavorable to large school bond issues, and in the face of a very violent newspaper attack, the Denver taxpayers on October 10 voted $6,150,000 for new school buildings. Three years ago the taxpayers de- cisively defeated a bond issue of $8,000,000. The Denver Post worked very hard against this proposition. ‘The friends of the schools, therefore, were not surprised when, two weeks before the election this fall, The Post again took an unfavorable stand, and in every issue until the vote was finally taken, strenuously attacked the present board of education and urged that, while the needs of the schools were great, the present board had proved incompetent to spend wisely such a large sum of money. Nearly every important action of the present board was commented on during the campaign. The vote, therefore, was a splendid expression of confidence in the board of education and the present administration of the schools. In the early summer of 1922 the board announced that on October 10 it would ask the taxpayers to vote an issue of $6,150,000 : $2,400,000 to begin the construction of three senior high schools; $1,750,000 to build and equip two large junior high schools, and $2,000,000 to remodel and to build and equip elementary schools. It was stated further that an issue of about $2,400,000 would be requested in the spring of 1924 to finish the senior high schools. The amounts appeared on the ballot as three separate items so that a taxpayer might vote for one and reject the other, or vote for two or for all three. It was deemed wise to give the taxpayers an opportunity to approve only a part of this amount if they so desired, although during the campaign all three issues were treated as of equal importance. With the opening of the schools in September, the Principals and Directors Association immediately began to make plans for the campaign. It was de- cided that the campaign was to be one of information in order that all of the people of the city might know about the unfavorable conditions which ex- isted in some of the schools, ‘The prin- cipals organized their teachers and parent-teacher associations to disseminate this information in their own districts. It was felt that if Denver citizens came to realize the crowded and unsanitary conditions which existed they would very willingly vote this bond issue. As the campaign progressed, teachers and _ in- terested citizens made house to house canvasses, not for the purpose of pledg- ing, but for the purpose of getting cor- rect information to the people. This canvass enabled them, in most cases, to locate the favorable votes. As the 10th of October approached, many business organizations of the city, following the lead of the Denver Civic and Commercial Association, endorsed the bond issue and actively helped in the campaign of education which was going on. On election day this association and the various parent-teacher associa- tions had workers and automobiles at every polling place to get out the favor- able votes. About the middle of September the School Review, the paper which the school administration sends into all the homes in the city, appeared. It con- tained many facts about the conditions in the schools. Pictures of bad condi- tions were contrasted wii favorable conditions; tables showing that by com- parison with other western cities Denver’s per capita school cost and school debt were reasonable. About the same time a little pamphlet called Facts was printed by the Administrative De- partment and distributed widely all over the city. It contained information about the conditions in the schools and tables showing school costs and exactly what the bond issue would cost the taxpayer. A little later another sheet showing in a more definite way the cost of the bonds for each thousand dollars of assessed valuation was placed in the hands of all taxpayers. Another issue of the School Review containing a map of all the election districts, a sample ballot correctly marked, and answers to the most important questions raised dur- ing the campaign was distributed to every home during the week preceding the voting. Then, on the Saturday night before the election, little slips ex- plaining in a very concise fashion the needs of the schools were inserted in the pay envelopes of many of the workers in the city. When the Denver Post began its at- tack against the bond issue, the board of education, The Denver Times, The Rocky Mountain News, The Denver Express, and many neighborhood news- papers started in to devote a very large amount of space to the needs of the schools. On the day before election, The Denver Times at its own expense printed a much enlarged edition with enough extra copies so that one was placed on every doorstep in Denver. The victory was not a one man’s victory. It was rather the result of a coéperative effort which included the efforts of practically every civic organi- zation in Denver working for the in- terest of the boys and girls. Of course, this organization required a leader. It was necessary that someone make the decisions, and see to it that each effort was wisely directed. From the start, Superintendent Newlon was the man who performed this service. Not only did he counsel with the various organiza- tions and actively direct the work of the teaching staff, but he gave many talks to various groups throughout the city, and by his efforts did more than any other to popularize the bond issue. \\ \ . % { osae oo * / ( “DADDY ’ — - ) te Sher HELL > N ‘ ( BY us! ad ))) me >» * oe Nee kann Yn AAS 1 SCHOOL BOND ELECTION BALLOT BOX EWSPAPER EDITORS and cartoonists have done much to bring the importance of education before the citizens. In this cartoon, “Daddy’'ll Show “Em,” the Denver Times portrays Father Denver in the act of deciding the issue as it is always decided when genuine educational needs are brought effectively to the attention of parents. Schools, newspapers, and libraries are the great allies which lay in popular edu- cation the foundation for intelligent representative government. ise ith as > ww he ni- in- It the ort rt, lan nly the lks ty, iny : mw” (3 . { on = Poe and “ing the ly'll rays the hen ight nts. are >du- ent Louis Pasteur HO was the greatest French- man of the nineteenth century ?” A Parisian newspaper asked this question and fifteen million answers were sent in. ‘The greatest men of France during the nineteenth century include Hugo, Dumas, Zola, Napoleon, Ampére, Chateaubriand. But the man who was put at the head of the list of eminent Frenchmen was Louis Pasteur. We all know about pasteurizing milk and that Pasteur had something to do with hydrophobia; but we know too little about the man to whom a news- paper plebiscite gave its highest honor, and whose centenary was in December, 1922. It is a temptation, when telling about Pasteur, to pass over his scientific work lightly and to discuss the man. He was the son of a tanner—of a tanner, more- over, whose ancestry, like Lincoln’s, held but scant promise. Yet when Pasteur died, rich in years, the world had already paid him every homage it can pay its scientific men. He was the head of an institute which bears his name and which serves as a model for similar institutes throughout the world. Although overwhelmed with honors, he remained to the end a hard worker, simple, affectionate, beloved of his col- leagues and pupils. While he would probably have scoffed at the idea of a “practical” science, he was glad that his hypotheses were of practical value. In his logical, pellucid style he expressed this attitude: “But of this we may be sure, that science, in obeying the laws of humanity, will always labor to en- large the frontiers of life.” ‘There is no greater charm for the investigator than to make new discoveries, but his pleasure is heightened when he sees that they have a direct application to prac- tical life.”’ The great work of Pasteur, as one of his contemporaries said, was the dis- covery of a Fourth Kingdom of Nature, the Kingdom of the Infinitely Small. First in crystals, then in yeasts and sour wines, and finally in the blood of ani- mals and humans, he found bacteria, some of which cause disease. He was first an inorganic chemist, and _ his medical successes began with—but let us stop a moment to see in what condi- tion Pasteur found medical science. Joun 5S. GAmss One hundred years ago, at the time of Pasteur’s birth, medical science was marking time. It is true that Harvey had traced the flow of blood and that there was a vaccine for smallpox. But if there had been a plague in 1822 the descriptions of it would have resembled the quaint descriptions of the Athenian plague over two thousand years ago. ak OUIS PASTEUR, whose epoch- making discoveries paved the way for sweeping advances in the science of medicine. He was born December 27, 1822, and died September 28, 1895. About eighty years ago, surgeons who lacked neither skill nor daring were dis- couraged by the inexplicable deaths which followed most of their operations. And now comes Pasteur—Pasteur with his microscope, his sterilized test- tubes, his cultures of bacteria, and— above all—with his patience and capac- ity for hard work. His first medical successes were with animals. He mitigated a plague which affected silk- worms and earned the gratitude of the great French silk industry. Sheep owners were the next to benefit from Pasteur’s discoveries, for, by inoculation, a disease of sheep, anthrax, was pal- liated. Huxley declared that these dis- coveries compensated in a financial way for the heavy indemnity of 1870. [15] But it is not on rescued silkworms and sheep that Pasteur’s fame rests. As one passes into the courtyard of the Pasteur Institute, one sees through the trees a man engaged in a death struggle with a wolf. ‘This is a bronze symbol of Pasteur’s successful researches against It is in connection with hydro- phobia, probably, that most people associate the name of the pioneer bac- teriologist. Pasteur had indeed given medical science the impetus it so much needed. Great philosophers no longer talked of “slight alterations of the atmosphere” to account for plagues. Lord Lister was introducing antiseptic bandaging in surgery. Virchow discovered those cells which, in the blood, combat the harmful cells that Pasteur discovered. Metchnikoff (who has been at the head of the Pasteur Institute since its founder’s death) showed that beneficial cells can be introduced into the human body—cells which combat the harmful effects of an oversupply of either Pasteur’s or Virchow’s cells. Besides these investigations, Pasteur stimulated investigations of a somewhat different character. These researches relate to serums, vaccines, toxins, and anti-toxins. We now have vaccines, serums, and what-nots to combat many diseases ranging from boils and hayfever to diphtheria and tuberculosis. It is said that if Carlyle were now writing his Heroes and Hero-W orship he would have to add—whether he liked it or not—a chapter on “The Scientist.” In describing the scientist, Carlyle would hardly have been able to use a _ pic- turesque and dramatic vocabulary. The work of a scientist, however dramatic and picturesque it may be to himself and to fellow scientists, seems flat, stale, and even unprofitable to the world at large. Napoleon’s Austerlitz has glamor; Pasteur, with his eyes glued to a microscope, seems dull and grey. Be- neath the Pyramids, Napoleon, declaim- ing his “Forty-Centuries’” speech, is a fit subject for the greatest drama. ‘The most dramatic speech of Pasteur was on his death bed. He told his students simply, “You must: work.” JA news- paper plebiscite, comprising fifteen mil- lion opinions, ranked Pasteur first and Napoleon fourth! Heroes will out. rabies. 16 THE JOURNAL OF THE NATIONAL EpucATION AssocIiATION January, 1923 Rural School Survey of New York State Georce A. Works Professor of Rural Education, Cornell University, Ithaca, New York HE LIMITS of this article will not permit lengthy consideration of either the findings or recommendations resulting from the study of rural schools that has recently been completed in New York State. The y involved a study of buildings, educational achieve- ment, curricula, and courses of study, teachers, high schools, community rela- administration and and school support. The findings indi- cate what in the main could have been anticipated and what is undoubtedly rather generally the condition through- out the country—namely, that if a child attends a rural school he is likely to be placed at a disadvantage as contrasted with the urban child, in the school fa- cilities that are available. This does not mean that no well prepared teachers, no good buildings, nor effective class- room instruction were found in the country schools of New York State. As a group rural pupils do not have those conditions nearly so generally as do the pupils in the urban schools. The contrasting conditions with refer- ence to maturity, experience, and preparation of the teachers are shown by the following data taken from Dr. Bagley’s study of the teaching personnel : The differences in maturity, experi- ence, and preparation of teachers that characterize the progress from the small to the larger school units fairly typify what was generally found to be the con- dition with reference to other factors that make for a good school. As meas- ured by standardized tests the condition was reflected in a lower educational achievement on the part of rural school pupils. ‘The explanation for this situa- tion undoubtedly lies largely in the ad- ministrative organization and in the support of schools. The unit of local school administra- tion in New York is the district system which was legally established in 1812. These districts are of two kinds—com- mon school and union free school. ‘The former is the one usually found in the open country and commonly it offers in- struction en'y in the elementary school subjects. They may have either one or survey tions, supervision, three trustees, the former being the rule. The union free school district is or- dinarily formed only when a community desires to establish a high school (aca- demic department). There are excep- These districts are usually found in the villages and they have boards of education of not less than three or more than nine members. Between the State in its administrative relations and the local district stands an intermediate unit known as the super- visory district. “These are formed by a grouping of the towns (townships) into 208 groups. In each is a district super- intendent of schools chosen by two school directors from each town in the super- visory district. These school directors have no responsibility for school affairs except to choose a superintendent once in five years and to fill such vacancies as may occur. They are chosen by the people. In October, 1920, there were 609 high schools under rural supervision. Over 70 per cent of these schools were in places of less than 1000 population, and 84 per cent had an enrolment of 100 or less. Among those with an en- rolment of less than 100 and offering four years of work approximately one third of the pupils came from farm homes. In spite of this fact the rural people have practically no voice in the management of them as in very few in- stances do the boundaries of school dis- tricts extend much if any beyond village limits. It is believed that it is desirable that farmers should share in the support and management of these schools. As a means of attaining this end the survey has recommended that the local unit of administration be changed from the district to the community. As defined by the report each of these communities would include at least one high school. In locating the boundaries of the com- munity units no consideration would be given to town and county boundaries but such factors as topography, roads, railroads, electric lines, and the existing social and economic centers would be the factors considered in determining the area to be included in any unit. Each tions to this however. community unit would consist of a union free school district with a high school, and the outlying common school districts that have economic and social relations with the center in which the union free school district is located. There would, undoubtedly, be some exceptions to this arrangement. In some instances there might be more than one high school in a unit and in other instances it might not be possible to provide a four-year high school in each unit. The report places emphasis upon the importance of having readily accessible high schools and transportation at public expense of high-school pupils. At present common school districts usually have one trustee; they may have three; and union free school from three to nine boards of education. districts members on their Under the plan for the community unit there would be one trustee for each common school dis- trict in the community and as many from the district as the school school may de- termine on, providing that such number does not exceed the number from the outlying common school districts. These trustees would constitute the board of education for the unit and would de- termine the school budget, elect teachers, and conduct the ordinary school affairs. These boards would be considerably larger than experience has shown to be desirable but neither the rural nor village people are willing to permit the other to have a majority. Provision is made for a smaller board in a unit when the conditions are such that both groups are favorable to such a plan. Experience in cooperating in school affairs will tend to dissipate the suspicions that now exist. For supervisory and for certain ad- functions the community units would be placed in 208 groups until 1926 at least. In each of these supervisory districts there would be a trustees union free patrons ministrative board of education consisting of one member from each community board of education. In addition to having re- sponsibility for choosing the superintend- ent, this board would be associated with him in determining administrative pol- icies. It is believed that an adminis- trative organization of this nature will make it possible for a larger responsi- bility to be carried locally than is possible under the present organization. It is proposed that in each county the board of supervisors should choose a committee of five to determine the location of the community boundaries. ‘There is also provision for a State commission of three lls re in ht ar rt of Is of Vol. 12, No.1 Tue JourNAL oF THE NATIONAL Epucation AssociATION 17 ree consisting of the Commissioner of Edu- cation and two persons appointed by the Governor. The State commission would formulate the guiding principles for the counts adjust such dif- ferences as may arise between committees of different counties, and hear appeals in cases where there is dissatisfaction with the work of the committees. ‘The State commission would also form the 208 supervisory districts and would by 1926 recommend the number of supervisory units to be maintained thereafter. The county committees and the State com- committees, mission are temporary and would go out of existence with the completion of the prescribed duties. The charge of the survey felt as a result of its study of the situation, “that the magnitude of rural education problems in the State makes it very important that the State Depart- committee in ment of Education be provided with as effective an organization as possible for handling them. that some arrangement be made within the State Department of Education by which original jurisdiction over elemen- To this end it suggests tary and secondary education and the training of placed in the hands of some person di- rectly responsible to the Commissioner of Education. “The committee is of the opinion that this end would be best at- tained by an Assistant Commissioner of Rural Education, but if the Board of Regents can devise a more effective method, it would be regarded as accept- able.” The study of school support revealed the fact that throughout the State there exist great differences in the extent to which various districts have to tax them- selves in order to secure essentially the same school facilities. ‘The work that had already been done by the State Tax Commission made it possible to make fairly accurate comparisons of the tax rates and valuations. This body is con- stantly studying the sale value of prop- erty in all sections of the State for the purpose of determining the relation be- tween true and assessed valuation. ‘The valuations and tax rates that it arrives at are referred to as the equalized valua- tion and the equalized tax rate. It was found that in many communities there were common-school districts with an equalized tax rate that was twenty or twenty-five times as great as that of the district with the lowest tax rate in the same communities. “These differences were general throughout the State. They are due primarily to the difference rural school teachers be Teachers Median Type of school age in years | 1 2 One-teacher. Za.7 Two-teacher 27.6 Village elementary a 28.6 Elementary teachers in 50 New York cities of the third class 29 .00 Elementary teachers in seven New York cities of second class .. 34.00 the districts. Rail- roads, electric roads, power plants, pipe, telephone, and telegraph lines are the most important factors in contributing to these great differences in the valua- tion of the property in various districts. These are taxed only in the districts in which they are located thus resulting in the great variations in local tax rates for school purposes. wealth of in the As a means of cor- recting this situation it is recommended that the community be made the local unit of taxation. This if taken would result in rich and poor districts step pooling their resources for the support of schools. The study of the distribution of State aid revealed the fact that at present many rural districts are placed at a dis- advantage in the support of their schools. This was true of the rural districts of the State as a whole when contrasted with those in urban centers. As a means of remedying this situation it is proposed that a fund should be raised for the equalization of educational opportunity in the rural communities of the State as contrasted with the cities. ‘This fund would be distributed with recognition of two factors: (1) the ability of a com- munity to schools; (2) the willingness of a community to support its schools. support These two principles have been em- bodied in the following formula that it is recommended should be made the-basis for the distribution of State aid to the rural of the State below the median equalized valuation per teacher: (290,000-V) & M X& T X.626... In this formula $290,000 is the median equalized valuation per teacher for the schools ' Prepared by Harlan Updegraff. in New York Schools Per cent of teachers who Median attended normal schoois teaching : | experience in years | One year |Two years More than or less only two years 3 4 5 6 3.16 4.01 3.41 2.20 6.36 12.65 6.75 | 3.37 6.59 R290. 1) 236.421 6.74 | | Ee Be Oe ards Dees thc aitan 30.0 State. V stands for equalized valuation per teacher in the local unit, M for the equalized tax rate, I’ for the number of teachers in the unit and 626 is the distribution coefficient. ‘This coefficient was determined by multiplying the median valuation of $290,000 by 5.8, the present tax rate in mills for rural districts of the State, and dividing 1054 the median cost per teaching unit in the rural districts by the product. In addition to the general aid certain special grants proposed. have to do with the erection of new building, major repairs on old buildings, aid for transportation, and a bonus for that are These superior teachers teach in one- teacher schools. As a means of strengthening the teach- ing personnel of the rural schools it is suggested that after 1927 no new teach- ers should be admitted to the service who have not had at least preparation beyond two years of high school. To furnish this training a recommendation is made to the effect that each of the normal schools should make provision for a department for the training of rural teachers. The findings indicate that approximately 65 per cent of the teachers in the one-teacher schools come from farm homes. It seems de- sirable to maintain this condition if possible and since it was found that the median income of the farm homes from which the teachers came was only $1000 a year a system of State scholarships is proposed, school The scholarships would be $200 a year and would be granted under the following conditions: 1. The candidate must have been in the upper half of his classes in high school. 18 THE JOURNAL OF THE NATIONAL EpucATION AssocIATION January, 1923 2. He must have lived in a rural com- munity for at least two years after at- taining sufficient maturity to appreciate the problems of life in the open country. 3. The acceptance of a scholarship constitutes a pledge on the part of the candidate to at least three years of service in the rural schools of the State. There are a number of other recom- mendations but these relating to admin- istration, support, and teacher prepara- tion are the most significant. To the student of educational theory there will appear many weaknesses. However, the committee that has studied the situa- tion in the State for a period of two years was convinced that it would not be wise until public sentiment has paved the way, to attempt more pronounced changes. Safety Education in Detroit FRANK Copy Superintendent of Public Schools, Detroit, Michigan SAD CHAPTER in the history of the growth of all large cities is the account of accidents incident to the in- crease in the volume and congestion of trafic. Each year the country suffers in preventable -deaths a loss almost equal to the loss in the great war. The sav- ing of these lives is a matter of concern to all public-spirited people. In Detroit the increasing number of accidental deaths and the conviction that many of these accidents could be pre- vented, persuaded many clear-minded men that some action against traffic accidents was imperative. Statistics showed that 6000 persons were hurt an- nually in this city alone, and that the number was increasing. Carelessness or thoughtlessness were responsible for the majority of the calamities. A cam- paign against recklessness was started. The Detroit Automobile Club first took up the work ot accident prevention. A Safety and Traffic Committee was ap- pointed, headed by earnest and able men, who worked hard and effectively to de- crease accidents. ‘lhey not only reached thousands of automobile owners with their program of saving human lives, but secured much favorable traffic legis- lation. In 1918 the Detroit Police Depart- ment organized the Bureau of Public Safety, and plans were formulated whereby the codperation of these two agencies, working for safety, could more effectively prevent trafic accidents. They accomplished a great deal, but there were so many other factors which neither the police nor automobile owners could control that accidents continued to increase. During 1918, in spite of all these two organizations could do, 192 persons lost their lives through traffic accidents. Over one third of these fatalities, fifty-seven in number, were children. Serious and minor injuries caused suffering to 961 children. It was clear that neither laws nor punishment for breaking them could instil a con- science into the souls of people, nor could legislation compel consideration for others. Safety was a matter for education rather than for legislation. Because accidents to school children constituted so large a part of the total accidents, it was thought that if children could be made, through education in the schools, to see their own responsibility for the lives of others as well as them- selves, and were instructed in preventives and first-aid measures, accidents could be diminished and safety made a reality. Early in 1918 instruction in safety was introduced into the first eight grades of the Detroit public schools in the form of occasional lectures on the importance of accident prevention. The fundamentals of safe living were thus learned, but little of actual value in sav- ing lives was noted in the results of these talks. Children felt no personal interest in safety. Accidents did not diminish as they were expected to do. School children ran across the streets and in front of passing cars just as thoughtlessly as they did before they were lectured. The idea of teaching safety in this way was abandoned and a cominittee was appointed to study the situation and develop material for a course of study in safety which could be adopted as a regular part of the school curriculum. The first general safety campaign was held in Detroit during the month from May 20 to June 2, 1919, by the Bureau of Safety of the Detroit Police Depart- ment, the Detroit Automobile Club, the Detroit Safety Council, and a number of other civic and industrial organiza- tions. Several weeks before the opening of the campaign, the school children were asked to coéperate in preparing for “Safety First Record Month” by design- ing posters and working out slogans to be used during the drive. centive to greater effort, prizes were offered to the children whose slogans and ideas for posters were accepted, This contest created an intense personal interest in safety, and the results offered As an in- some valuable suggestions for the course — of study in preparation. A year of experimentation led to the development of a course in safe living, with a supervisor in charge, which was put into use in September, 1919, Classes were organized at the Detroit Teachers College for the training of student teachers in this work, and evening classes offered instruction to teachers in service. ‘The course of study included weekly instruction in safety in all the elementary grades, and sup- plementary instruction in English and physical-training classes. Moving pic- tures and the victrola lent themselves effectively to the teaching of safe living, and vitalized the instruction. Work was begun on a course of study in safety education by Harriet Beard, under the direction of the Department of Instruc- tion, Teacher Training, and Educational Research. In November, 1919, the Police De- partment held a second safety campaign. The schools offered their assistance in this campaign. The time of year when early dusk and rainy weather diminished the visibility of people, adding to the already grave danger from traffic, made three rules of great importance. 1. Keep your head up. Look to the left when stepping down from a curb, After reaching the middle of the street look to the right. 2. In rainy weather keep your umbrella up so that you can see what is coming. 3. Carry a newspaper or wear some- thing light colored if you must be on the street after dusk. These rules the children especially were asked to keep, as drivers could hardly distinguish the forms of little folks from the shadows of the street. To impress the laws upon their minds the teachers originated games and plays to illustrate them. A traffic game in the kindergarten taught the children how to cross the street in accordance with the first rule. The second was used for a drawing lesson, the best draw- mae 1923 niza- ning dren y for sign- 1s to 1 in- Were gans pted, sonal tered urse — » the ving, was 919, troit r of and 1 to tudy ty in sup- and pic- elves ying, V ork fety the ruc- onal De- ign, e in ‘hen shed the 1ade the urb, reet our it is me- the ally uld ttle eet. nds ays in ren nce was 1w- Vol. 12, No. 1 Tue JoURNAL OF THE NATIONAL EpucaTion AssociATION 19 aa a a a a AR iag being chosen for the school safety bulletin board. Teachers made the demonstration of the third rule the oc- casion of a lesson in nature study, teach- ing how birds and beasts are colored to protect them from harm. During the spring National safety campaign, many topics for safety teach- ing suggested themselves, and each teacher selected from them the ones best adapted to the age and grade of her pupils. ‘These she correlated with the work in language, civics, drawing, dramatics, and arithmetic. Following are some of the projects in fire, accident, and disease prevention which were used: Accident Prevention—The rescue of a younger child by an older one. Dangerous playthings: matches, scissors and knives, broken glass. Dangerous places to play: The street, rail- road tracks, high windows, trees, poles, un- finished buildings, near the river. “Didn’t know it was loaded” and its fatal results. Traffic games to teach little children their names and addresses (734 lost children were cared for by the police in 1919). Why are twice as many boys as girls injured in traffic accidents? Is the boy who loses an arm or leg through carelessness a hero? Who suffers through his negligence? What do we owe to a soldier who has given an arm or leg for his country? How can you distinguish a careful person at home? on the street? in school? What people in uniforms are working for our safety? for our health? What can one boy or one girl do to help the janitor, the policeman, the fireman, who make it their business to help us? Detroit’s traffic accidents in 1919 num- bered 7252, in which 3576 persons were injured and 177 killed. How can we make our city a safer place this year? Disease Prevention—Germs thrive best in warm, damp, moist places. For this reason the mouth and nose are the places they like best to find, and by these doors they enter the system. For your own protection keep your hands away from your mouth and nose and you will do much to prevent disease. When you cough or sneeze use a handker- chief and protect other people. Remember that health is a habit. You cannot buy it from the doctor, nor in bottles from the drug store. It depends upon yourself and your habits. In 1919 there were forty deaths in Detroit from accidental gas poisoning. Gas water- heaters should be connected with the chimney by a pipe to carry off the poisonous gases. Is our home safe? Fire Prevention—What is the exact -loca- tion of the fire alarm box nearest your home? Study the instructions for turning in a fire alarm at the box and over the tele- phone, In 1919, the Detroit fire department re- sponded to 4831 fire alarms. How many a day did this average? Of these fires 348 were caused by children playing with matches; 376 by careless use of matches; sharp 385 by careless smokers. Children can do much to reduce this loss. In 1913, the average fire loss per capita was as follows: France .49; England .33; Germany .28; Austria .25; Italy .25; Switz- erland .15; Holland .11; United States $2.10! !! The fire loss in Detroit in 1918 was $2,632,031; in 1919, $4,026,279. What does this average per capita? What can each boy and girl do to reduce this large number ? The Detroit fire marshal and his assist- ants inspect every building in the city except dwellings occupied by one family or by two families. They have not men enough to take care of these. Each boy and girl can be an assistant fire marshal in his own home to look out for fire hazards such as the follow- ing: ashes in wooden receptacles, fire escapes blocked, rubbish in buildings or yard, stove or furnace pipes too near woodwork, electric irons left connected, clothes hanging too near the stove, carrying lighted matches - or candles into a clothes closet, curtains blow- ing against a.gas jet or lamp, careless smok- ers, matches in an unsafe place. Topics for Drawing—Care of the baby. Cleaning up the yard. Mending the side- walk. Crossing the street. Crossing in the rain. The children’s friend, the _ traffic policeman. The results of hitching. A rail- road crossing. The preparation and use of safety signs. Preventing an accident. The plans of the school, showing location of fire escapes, stairs and exits. — Safety Projects for an Entire Room—The preparation of a safety scrapbook, illustrat- ing contrasting ideas, as safety and danger, carefulness and carelessness, bravery and cowardice. The preparation of a safety exhibit by the children themselves, to which their parents may be invited. All the schools in the city were organ- ized to carry out the spring campaign. A safety committee of one boy and one girl was elected in each room, and these committees in joint meeting, discussed the ways and means of furthering safety in the schools themselves. All the chil- dren were encouraged to notice dan- gerous conditions and practices and to suggest remedies for them to the com- mittee. Cards and buttons were dis- tributed to the boys and girls who distinguished themselves as safety scouts working for their own safety and that of others at school, at home, and on the street. These committees, introduced for the first time during this campaign, have become a permanent part of the activities of many of the public schools in Detroit. In May, 1920, at the suggestion of the Supervisor of Safety Education, the Detroit Police Department assigned two policemen to speak to the children of the public schools about accident preven- tion. Firemen were later appointed by the fire commissioner for this work. All this time the lack of textbooks on the subject and the want of definitely outlined material had made safety teach- ing very difficult. However, much. material had been collected as the ex- periments progressed and now it was mimeographed and sent to the schools to help the teachers plan their classes. Later the material was revised, and in September, 1920, the first printed course of study in safety education, by Harriet Beard, was distributed among the schools to facilitate the teaching of the subject which had now been made a permanent part of the Detroit curriculum. The course of study in safety now in use in the schools extends from the kindergarten through the eighth grade. The general aim of the course is to ‘‘de- velop in the pupil a safety sense, safety habits, and a feeling of responsibility for the safety of others.” The teaching of safety lends itself to correlation with English, civics, dramatics, drawing, history, penman- ship, and spelling. The project method has been employed in each lesson dealing with safety. Instruction includes means of prevent- ing accidents through falls, fires, street accidents, disease, electricity, and drown- ing. How to board and leave a street car, how to cross the street in safety, how to dress properly and eat well are taught through games and object lessons. First aid instruction is given in all the grades. This year a motion picture film has been produced in the public schools of Detroit showing how principles of safety are taught as part of the regular cur- riculum. The activities shown are: Trafic games in the kindergarten; a lecture by one of the officials of the fire department illustrating in a practical way how to turn in a fire alarm; a lecture by one of the traffic squad of the police department on how accidents may be avoided in the streets; safety dramati- zations in the auditorium of the Balch school, and the Traffic Court at the Russell school which tries cases of in- fringement of the safety rules; and a demonstration of life saving in the swim- ming pool of one of the schools. Detroit’s safety teaching has been very effective. In the past year fatal accidents .to school children have de- creased 15.9%. When safety has been made a part of the very lives of the chil- dren, accidents will be eliminated. For through the children, parents will be interested in safety, and with the com- munity organized for the cause, nothing will be impossible of accomplishment. i i t ener = 20 THE JOURNAL OF THE NATIONAL EDUCATION AssocIATION January, 1923 The Journal of the National Education Association Published monthly except July and August by the National Education Association of the U nited States. President, William Bishop Owen Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- ents, to vote for delegates to the Representative Assem- BB. to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. d One dollar of each membership fee is for a year’s subscrip- tion to the Journal. ; Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter October 28, 1920, at the post- office at Washington, _" C., ee Se oat r ae 24, 1912. Acceptance for mailing at special rate o e pro- vided for in section 1103, Act of October 3, 191), authorized January 26, 1921. Editor-in-Chief, William C. Bagley Pablication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C, The Future of Our Association HE NATIONAL EDUCATION ASSOCIATION will continue to grow in membership and in service. The goal for the year 1923 has been set at 250,000 members. The devotion of teachers and school officers throughout the United States gives every promise that the goal will be reached. There has been some speculation as to the ultimate size of the National Edu- cation Association. Only a few years ago an active permanent membership of twenty thousand seemed far away. Many have marvelled as the enrolment has exceeded one hundred thousand. Others have predicted that it must stop as the membership approaches the num- ber of trained teachers in the United States—perhaps at two or three hundred thousand. It becomes increasingly evident that the upper limit will not be fixed by any of these standards, but will be deter- mined by the sanity of the Association’s program, the unselfish devotion of its leaders, and the quality and extent of the service that it is able to render the teachers of the Nation. In fact it is the teachers who are untrained, little experienced, and poorly paid who most feel the need of help and whose teaching career is largely before them that have the most to gain from the Association’s rapidly extending activities. That these teachers will sense the possibilities of professional organization and will in- creasingly seek to make up through such connections for their lack of training and experience becomes more and more ap- parent. There is much in the experience of local and State education associations as well as in the experience of organiza- tions in other fields to support the view that the upper limit of enrolment in the National Education Association is fixed only by the worth of its work and the seven hundred thousand teachers of the Nation. 192? In Review E phos is a time of inventory— a time for taking stock’and making new plans. Only by some such process can the sweep of forces and movements be understood and directed. In educa- tion—and more especially in the field of professional organization of educational workers—the year 1922 has seen steady and substantial progress. The National Education Association has grown in membership from some sixty thousand to approximately twice that number. There has been a cor- responding growth in service to the pro- fession as represented by increasing public support of the Association’s broad program of educational achievement; by improvement in THE JOURNAL, which during the year gave 438 pages of read- ing matter covering a wide variety of interests; by the publications and cor- respondence of the various divisions at headquarters; and by the significant programs presented at the Association’s meetings. The headquarters staff has been greatly strengthened. Divisions of Re- search and of Elementary School Service have been created. The employment of two educators of recognized stand- ing assures the Association a_ strong Division of Field Work, to carry on the activities begun under Mr. Mazgill’s leadership. Various assistants at head- quarters have developed strength during the year as added responsibilities have come to them. Headquarters has also grown on the material side. New fur- niture and fixtures have been added. The main building has been painted and a group of four adjacent buildings has been purchased to give room for ex- pansion as needed. Departments of the Association have developed increasing vigor along lines that insure the unity of professional organization in America. The Depart- ment of Superintendence held in Chicago its first meeting under the new plan of organization and worked out many of the difficulties that had been the product of rapid growth. This Department now has its paid secretary working as a member of the headquarters staff. The policy of assigning a member of the headquarters staff to represent each of the departments has initiated a practice which is certain to grow in usefulness, The Department of Elementary School Principals issued a Yearbook that com- manded wide attention and began the publication of a quarterly bulletin. The Department of Immigrant Education, authorized at Des Moines in 1921, held its first meeting at Boston in July. Other departments, almost without ex- ception, showed evidences of increasing purposefulness. State and local education associations have likewise grown. Among advances to be noted are increasing enrolment; the adoption of the representative plan of organization, the wider acceptance of the budget plan of collecting dues; the formulation of constructive programs of work, and energetic fights for educa- tional legislation such as the “30-10” measure, which was sponsored in Wash- ington by the Education Association and the Parent-Teacher Association. Such programs weld the teachers of a State or locality into working unity of thought and purpose as almost nothing else can. Increased concern for the training of teachers is another sure sign of the edu- cational advance. In the last analysis the schools can be no better than the individual teacher. Figures for the vear are not now available, but a safe estimate would place the number of teachers who attended summer sessions at well over two hundred thousand. In the single State of Pennsylvania there were 28,000 teachers enrolled in summer schools. ‘That there has been consider- able increase both in the number and the quality of students who are taking reg- ular courses in normal schools and teach- ers colleges is an impression that could probably be verified were adequate statistics available. Ethics for teachers—During 1922 the teachers of several States and many localities have given attention to the formulation of codes of ethics. The spread of the movement under the spur of local initiative and interest has done much to elevate professional ideals and will eventually pave the way for the /sis the the afe of ns. In ere ner er- the eg- ch- ild ate the ny the ur ne PORI PK ek Vol. 12, No.1 THE JOURNAL OF THE NATIONAL EpucaTIOoN AssociATION 21 —_————————— adoption of a National code. Fully as important as the adoption of codes is the tendency to make provision for sys- tematically instructing every initiate in the profession in the ethical phases of his professional responsibilities and op- portunities. Improvement in subject-matter and methods of teaching—Never before has there been so wide-spread an interest in making improvements in courses and curricula, finding subject-matter better suited to the needs and capacities of chil- dren, organizing this subject-matter more effectively, and devising better methods for teaching it. Participation by deter- mining educational policies and pro- grams— The interest just noted has been stimulated in part by the provisions for summer and extension study, and in part by the tendency of school executives to behalf of school improvement the abilities and ex- perience of these who are closest to the fundamental work of the schools— namely, the classroom teachers. One of the best of the present-day developments in education is the growth of a broad’ and comprehensive sciousness which is bringing adminis- trators, supervisors, and teachers together in codperative enterprises that are aimed, not toward securing individual or group teachers in growing capitalize in professional con- advantage, but toward the betterment of ° the work for which the school exists. Continuous and service seem to be the ideals that are com- ing very clearly to dominate the teach- ing profession throughout our country. Lay support of education during 1922 has been most encouraging. Many edu- cational victories in localities and States during 1922 have been due to the solid support of influential citizens. In the National field the continued and grow- ing interest of leading citizens and of National organizations of citizens in educational causes is an indication that the Nation is turning to the fundamental things in the improvement of its life. American Education Week was observed much more widely and effectively in 1922 than in 1921. The educational bill—There is ground for unusual satisfaction in the proposal of President Harding for the reorgani- zation of the Executive Departments. The President’s plan gives primary rec- ognition to education in the form of a Department of Education and Welfare. While details of the plan have still to be worked out in Congress, its inclusion of one of the major proposals of the growth disinterested Towner-Sterling bill constitutes sub- stantial recognition of the work of the Association and of the great organiza- tions that have supported its legislative program. School building — Several hundred million dollars have been invested in im- proved school buildings during 1922. Actual construction reported in this JouRNAL totaled $101,938,382. Among notable issues of bonds voted during the year are $17,400,000 in Los Angeles, $15,000,000 in Baltimore, $12,000,000 in San Francisco, and $6,150,000 in Denver. There are many other evidences of educational advance during 1922 which cannot be reviewed here. There has been reaction in a few places and failure to reach chosen goals in others, but for the country as a whole the sweep of progress has been sure and substantial, whether measured by teacher training, by increased salaries, by school building, by the wide observance of American Education Week, or by the programs and spirit of professional organization. Opportunities in Educational Legislation ORTY-THREE State Legislatures meet during 1923. ‘That there will be hundreds of bills relating to educa- tion is a certainty. Many of these bills will be devoted to minor matters, which, however, in the aggregate will have con- siderable significance. There will be other bills dealing with large educa- tional problems in fundamental ways. Equalization of educational opportun- ity will receive much attention. No child should be deprived of a fair start because he lives in a community which is unable to support adequate schools. The wide divergence in the taxable wealth of various communities indicates that a larger share of the school revenue should be raised on the wealth of the entire State and distributed in proportion to the number of children to be educated. In spite of the challenging needs of edu- cation, the percentage of school funds furnished by the States has shrunk from thirty-two per cent in 1890 to sixteen per cent in 1920, leaving heavier and heavier burdens for local taxation. Wealth tends more and more to con- centrate in the cities and to be absorbed in intangible securities that are exempt or difficult of taxation. The wealth of the cities could not exist, however, were it not for people in the smaller towns and outlying districts who produce raw materials and buy and consume manu factured things. ‘This plain that the best business men are urg- ing that all the wealth of the State help to educate all the children of the State. Better trained teachers—lt & conceded by educational leaders gen- erally that every teacher should even- tually have the maturity and training that fact is now so now .are represented by four years of college work or its equivalent. A more im- mediate National goal is two years of training beyond a four-year high school. No State has as yet even approximated the lowest standards set by recognized educational authorities in the prepara- tion of its teachers. ‘This can be done by making larger provision for summer regular normal and teachers’ colleges. Bills will appear in States to turn normal schools into teachers’ colleges. ‘These measures should receive support, for they will help to dignify and strengthen the profession. Better salaries for teachers—America is abundantly able to afford mature, well-trained, and competent teachers. It should be willing to pay the price. Great inheritances of money accu- mulated for the children of this genera- tion will help them much less than the opportunity to study under teachers who can awaken ideals and give thorough training for the responsibilities of cit- izenship. The single salary schedule, which encourages teachers to work in grades where they can render the great- est service, has grown in favor during 1922. Worthy bills should be introduced into legislatures this year providing for minimum salaries and for State aid in the payment of salaries. Tenure for teachers—Living in fear of losing one’s job is as enervating as the fear of want resulting from a low salary. Either reduces the teacher’s ef- fectiveness and robs the children ac- cordingly. Cities are constantly drawing the best teachers from the country partly because, after a probationary period, the teacher in the city is assured permanence of position. When she has demonstrated her fitness she need no longer worry about annual reélection. Laws should be passed insuring tenure to teachers in the smaller towns and the open country. The too-frequent aptitude of looking upon the teacher as a transient would then disappear. ‘The teacher as a more or less permanent part of the community would be happier, securer in her leader- ship, and generally better able to pro- mote the interests of sound education. schools, schools, several Tue JourNAL oF THE NATIONAL EDUCATION AssocIATION January, 1923 An American Ideal’ 22 HE AMERICAN IDEAL,” says Secretary Hughes, “is the ideal of equal educational opportunity, not merely for the purpose of enabling one to know how to earn a living, and to fit into an economic status more or less fixed, but of giving play to talent and aspiration and to development of mental and spiritual powers.” How near are we to realizing this ideal? The man in the street will tell you that it has been practically realized—that American children are offered equal educational opportunities and that if anyone does not get an edu- cation it is his own fault. That this popular conception of the adequacy of our educational system is far from the truth is shown by an examination of the facts. An opportunity to get an education that gives “play to talent and aspiration and to the development of mental and spiritual powers” cannot be given where schools are not in Are all American children offered equal educa- tional opportunities as measured by the length of the terms our schools are in session ? session. Average school State session in days rE | OS OS re Pees hk ww nndeh Reading :........ Northeastern 1200 800,000 | 1/18/21 | 11/22/2 A. H. Leader..... Smith, Drehrer, Junior High. Churchman, Paul & Ford. Lancaster....| Lancaster....... West End Grade.| 168 45,000 2/15/22 2/45/22 | © . dee... . . C. E. Urban Lancaster....| Earl Twp.......| Western Rural. 36 11,000 | 8/ 2/21 4/ 4/22 | William Good... ..| State Dept. of Inst. Lancaster... . Ephrata Twp....} Bethany Rural. 88 12,000 4/20/22 6/ 3/22 | Bd. of Education. .| State Dept. of Inst. Lancaster....| Manor Twp..... SS ; ot 30 70,000 §/28/22 6/20/22 | W. D. Marburger..| M. P. Evans Texas Kaufman..... Bo eee 350 | 100 , 000 4/22/22 7/28/22 | W. W. Biard......| C. H. Page & Bro. Wants: ..... )aeureperett..:..| Migh.:....... sees. 500 | 150,000 5/11/22 8/31/22 | J. S. Mills........| C. H. Page & Bro. Virginia Rockbridge. ..| Buena Vista.....}| High............ 500 | 60,000 | 11/ 9/22 | —/—/23 | J. R. Janney...... Wisconsin | Kenosha. .... Kenosha........| Junior High..... 800 | 250,000 wg ah eS OS ee ee eae J. D. Chubb Kenosha. .... OS Sa ee. Sane 1500 1,000,000 6/20/22 |= /—/23 fo. foci ee eee nee. J. D. Chubb Kenosha.....} Kenosha........| Elementary...... 375 75,000 | 6/20/22 | —/—/23 |............00008. J. D. Chubb [24] On ck ck C ul Vol. 12, No.1 THE JOURNAL OF THE NATIONAL EpucaTiIon AssociATION Professional Standards for Classroom Teachers: Jessie A. SKINNER President, Portland High-School Teachers’ Association, Portland, Oregon HEN I received this subject, I thought with Napoleon, “Thirty Centuries have the Pyramids looked down upon you!” “Professional Standards for ‘TTeach- ers.” It is like Sally Ann’s “old dress that has been turned wrong side out and hind side before and sponged and pressed and made over until you can’t tell whether it’s silk or calico or what.” It has been lengthened, shortened, nar- rowed, taken in here, let out there, com- bined with new material, paneled, ruf- fled. and frilled. Yet that same old dress has to be made over once more and made to look like new. Can any- body be deceived ? Only a few who have recently moved into the Perhaps not. old-timers know the thing by heart, can tell the color a mile away, distinguish the material in the dark and recognize the pattern if they saw it in Vogue. old dress. A teacher anyone here knows—that she should have a high type of mental equipment; that’ she should improve by professional study; that she should have a fine attitude toward her work; that she should be loyal to superiors; codperate with all; give eficient service to community and State; be an example to all in word, in deed, in thought; so live, so die, go home to glory and wear a crown forever and ever. Teachers are of two classes—those who need a speech like this and those who do not. The people who are here are of the second kind—they attend teachers’ meetings, read educational magazines, know the creeds of profes- sionalism. Those of the first kind are not here; they do not care for educa- tional meetings, will not read the maga- zines, and if they found this in their mail would throw it in the waste basket. One who enters the teaching profes- sion—if only for a year or two, until the law office can support itself or sweet- heart earn enough to support two— neighborhood. ‘The It is the same knows—that is ‘An address delivered before the general session of the National Education Associa- tion, Boston, Massachusetts, July 3, 1922. should enter it with the idea of giving to the work all one has to give. In some way or other such a one should be made to feel that there is an obligation to the profession more vital than her ability to draw the pay check. The teachers who are trying to do something for the schools, for the com- munity, and for the teachers themselves find such expressions very familiar and very tiresome, “Oh! That doesn’t make any difference to me. I don’t expect to be here another year.” “Tenure is all right for you people, but it doesn’t in- terest me.’ “A retirement fund is. all right for the old teachers, but I don’t expect to teach all my life.” “Why should I join any teachers’ association? | don’t care anything about it. It doesn’t do me any good.” “Oh! don’t talk to me about school. I just hate it.” I should like to have this teacher change the “I don’t expect” into an “I do expect.” Let her say: “I may not be in this work long, but while I am in it I will give to all phases of it my in- terest and attention. I'll know every- thing | can about it; put my very best effort into it; and in so doing I’m sure I’ll find it interesting and enjoyable.” “Perhaps, too, I can make a place for myself that will be worth while, so that when I leave I shall feel I have done something to help along the biggest thing in the world.” What a joy, what an inspiration it would be if we all talked like that! “Too many teachers are ashamed of and decry their own profession. ‘They will. not “talk shop” because they do not like to be known as teachers. Did you ever know a real doctor who wasn’t in- terested in his profession, in his patients, and who did not like to talk about them ? Doctors talk operations; lawyers talk cases; engineers talk projects; business men talk business; society women talk bridge; married women discuss their maids and their children. ‘Talk shop? Every one talks shop. Why shouldn’t a teacher talk about school? It is the biggest business in the world and the one in which most people should be vitally interested. If this teacher would bo Jt change her attitude toward her profes- sion—be interested in it—and quit dep- recating the fact that she is a teacher, she would do much toward popularizing education with the public. Rudyard Kipling says, that “a man who talks shop is always interesting because he knows what he is talking about.” The teacher who goes to the other ex- treme, who never puts on the “exhaust” when it comes to school affairs, who carries a attitude with her wherever she goes, is as bad as the for- mer. I can critical readily understand why others would not care to be in the same class. Her conversation reminds me of the story of the negro servant who gave out with equanimity the same kind of feed to all animals. “Jim,” said the farmer, “have you fed the horses?” “Y assir.”’ “What did vou feed ’em?” “Hay.” “Have you fed the cows?” “Yassir.” “What did you feed ‘em?” “Hay.” “Did you feed the ducks?” “Yassir.”’ “What did you feed ’em?” “Hay?” “Did they eat it?” “Nawsir: Dey didn’t exactly eat it, so far as I saw, but dey was talking about it when I lef’.” With all the routine of classroom work, with the weariness that comes at the end of the day, it is hard to keep up one’s general information, one’s interest in* community affairs and community problems. But the teacher should es- tablish as many lines of communication with the world outside of school as pos- sible. She should know her community and in what ways she can best serve it. ‘Too many teachers have their first in- troduction to the community when they ask for an increase in salary. To give efficient service, a teacher must realize the importance of her work and its far-reaching results ; she must real- ize, also, that much she does will never be paid for except in the satisfaction of service well rendered. We have heard much of the glory of school teaching, of what a great and noble work it is, and sometimes we get tired of hearing about it. We'd like to have the public show that it really means what it says. We'd like to have it think as much of educa- tion as it does of its automobiles, of its tobacco, of its theaters. But what other occupation offers such opportunity for Lat i Fit ig it 26 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1923 Keep Me From Petty Thought A. Evelyn Newman Colorado State Teachers’ College, Greeley, Colorado Keep me from automatic rule and petty thought. With lips all prayerful let me drink from Nature’s chalice the spirit of the mountains’ patience, The tenderness of night, the changing beauty of the sea and sky, The impartial justice of the sun, The life-renewing vigor of the rain. Grant me the courage-blade to carve through prejudice and propaganda, Revealing false all doctrines not four-square with the great Master’s Brother- hood of Man. (Yea, and the Sisterhood of Woman, long delayed.) Protect me from the academic blight of theory unapplied And from the paralytic touch of habit that benumbs creative power. Give me the philosophic sweetness which is akin to that of simple folk. Make each day to be a great and joyous venture with young souls— Those acolytes and priests of the New Order for which so many millions died. Arouse me that I may unbind Prometheus From rocks of cruelty and greed and tribal gods. Grant that I, the teacher, may stand firm in this so perilous and sacrificial leadership of youth. O God of Peace, Love, and Universal Salvation, Create in me a clean and contrite heart, Kindle my mind with the undying flame, Bestow upon my tongue the Pentecostal power, That I, Thy prophet of a fairer world, May see it safely born to prove Thy word. real service in helping to build the kind “One of the greatest hindrances to the of citizenry the Nation needs? smooth revolution of the _ industrial St. Peter stood at the gate of Heaven wheel is the idea that a person’s time is receiving those who came, and question- worth so much an hour. One hour of ing them concerning their work on your time or my time in itself is simply earth. There was the lawyer, who with worth nothing. One hour of your his record for fairness and justice had service—one hour of my service—that’s gained an enviable position in his town; a different proposition.” the doctor, who with his skill had re- The nature of the educational system > lieved the pain and suffering of his fel- is such that it demands leadership and lows; the minister, who had guided their codperation. A football player may souls aright; and the legislator, whom think that the quarterback would have his townsmen had honored with a place done better had he called an end-run in the law-making body of his State. instead of a line-buck, but it isn’t his job Then the school teacher. “And what to do the signaling. It is his to play have you done?” asked St. Peter. “I? the game, play up and play it well. If Why I started each one of these on his__ the teacher doesn’t know the joy of doing way to success. I gave him the ambi-_ real team work, then it is time to get tion to be a strong and useful citizen.” busy. If she can’t do it, then let her How necessary, then, that we give get a.little business of her own where real service. Do teachers ever try to team work isn’t essential. “get by’? Are we ever time-servers in- The teacher should be ready and will- stead of service-givers? We should ing at all times to serve on committees achieve, not merely serve time. An _ when called on to do some important interpretation of service submitted by a work outside of her own classroom. postal carrier and given out by ex-Post- True, it is easier not to do so, but who- master General Will H. Hays says; ever achieved anything without effort? rr The principal of the school in which I teach said to me not long ago: “Mr, S— is a wonderful man. | couldn’t get along without him. That athletic work takes so much time and he does it all, And Miss B— with the school maga. zine, and Mr. R— with the band, and Miss S— with the scholarship com. mittee. What would I do without them? I couldn’t run my _ school,” Then he turned to Mr. B—, saying; “You'd better go home,” adding, “] wonder how many principals have to tel] their teachers to quit working?” We would not fail him nor our school. Is it worth while? Of the 217 stu. dents who graduated from Jefferson High School in June, more than 170 have signified their intention of continu. ing their education in higher institutions of learning. The teacher, and I may add the prin- cipal and the superintendent, should be fair and just to all, and should deal out that justice without fear or favor. Our work should be bigger than our job, John should be punished or promoted according to his merits, not according to the influence his father has in the com- munity. We have talked about this for a long time, but the fear of our position has made cowards of too many. It is impossible to make honest citizens if we set an example of dishonesty. In all phases of her work the teacher should be human; she should not be as the little boy in his essay on gender pic- tured her. He said: “Gender is of three sects—masculine, feminine, and neuter. Masculine is the man _ sect, feminine the woman sect, and neuter, things having no life. Examples, hero, tigress, and teacher.” She should have a real human interest in boys and girls as such, not as so many containers to be filled with facts. She should be a student of psychology writ- ten and personality unwritten, remem- bering that John and Mary, Chauncey and “Anne spelled with an E,” Izzy, Sinead ia 53 as So Ole, Anatole are all problems that can- 7 not be solved by the book. She should be a real human being in her relations with other people, and not get the idea that intellectuality will make up for everything else. She should avoid the critical attitude that makes other people uncomfortable in her pres ence; should surround herself with pro fessional books and magazines, and aH. need aa g command respect for herself and her © profession. Let her quit being sorry for . 2 herself, like her profession, or quit it, and | serve the cause of education by doing s® 1923 a, which “Mr, 't get work it all, maga- l, and com- ithout hool,” iving: g, “I to tell We l. 7 stu. ferson 1 170 ntinu- utions - prin- ild be al out Our r job, moted ing to - COMm- lis for sition It is if we eacher be as “T pic- is of , and sect, euter, hero, iterest many She writ: | >mem- f vuncey | Izzy, © t can- © ing in id not will | should | makes "pres | h pro- | and © d her ry for | it, and ng $0 Vol.12,No.1 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 27 ENROLMENT aad AFFILIATION Life Enlistments HIS is the first of a series of lists of persons who have become active members for life in the National Edu- cation Association. ‘The goal for the present school year is one thousand such members. “The quota for each State is equal to the number of Senators and Representatives in Congress, Full in- formation about life enlistments may be had by writing to the State Director or to Mr. J. W. Crabtree, Secretary, 1201 Sixteenth Street Northwest, Washing- ton, D. C. Additional lists of active members for life will appear in future numbers of THE JOURNAL. AYpDELOTTE, FRANK, President, Swarthmore College, Swarthmore, Pennsylvania. (15) Bactey, WILLIAM CHANDLER, Professor of Education, Teachers College, Columbia University, New York City, New York, (7) Carson, Puivip E., Principal, Roosevelt High School, 2547-10th Avenue South, Min- neapolis, Minnesota. (27) Crark, M. G., Superintendent of Schools, Sioux City, lowa. (16) Cook, WILLIAM ADELBERT, Department of Education, University of South Dakota, Vermilion, South Dakota. (1) Cort, AMBROSE, Principal, William J. Mor- rison School, Rockaway Avenue & Mc- Dougal Street, New York City, N. Y. (5) CRABTREE, J. W., Secretary, National Edu- cation Association, 1201 Sixteenth Street Northwest, Washington, D. C. (28) EncuisH, Harry, Secretary, Board of Ex- aminers, Public Schools, Franklin Build- ing, Washington, D. C. (21) Fintayson, JouHn D., Fairmont Wichita, Kansas. (14) Haas, Francis B., Bureau of Administration, Department of Public Instruction, Harris- burg, Pennsylvania. (26) Hines, LinNAEUS NEAL, President of the Indiana State Normal Schools at Terre Haute and Muncie, 1221 South Sixth Street, Terre Haute, Indiana. (23) HosMaNn, Everett M., Secretary, Nebraska State Teachers Association, Lincoln, Ne- College, braska. (13) Jounson, Tuomas E., State Superintendent of Public Instruction, Lansing, Mich- igan. (4) Keiey, JAMEs Hersert, Secretary, Pennsyl- vania State Education Association, 10 South Market Square, Harrisburg, Penn- sylvania. (3) LinpporG, ArtTHuR E., Assistant Director of Education, St. Croix, ¥..- <89) MacCracken, JoHn Henry, President, Lafayette College, Easton, Pennsylvania. (12) Macitt, HucH Stewart, General Secretary of the International Sunday School Council of Religious Education, Wardman Park Hotel, Washington, D. C. (2) Morcan, Joy Ermer, Managing Editor of THE JourNAL, National Education Associa< tion, 1201 16th Street Northwest, Wash- ington, D. C. (30) > NEWLON, Jesse H., Superintendent of Public Schools, Denver, Colorado. (8) OBERHOLTZER, E. E., Superintendent of Schools, Tulsa, Oklahoma. (20) SEERLEY, HOMER Horatio, President, Iowa State Teachers College, Cedar Falls, Iowa. (18) Sims, JoHN Francis, President, State Normal School, Stevens Point, Wisconsin. (6) SMITH, Harry Lester, School of Education, Indiana University, Bloomington, In- diana. (10) STRAYER, Mrs. Georce D., Teachers College, Columbia University, New New York. (11) THALMAN, J. L., Principal, Provisio Town- ship High School, Maywood, Illinois. (24) THALMAN, JOHN W., Superintendent of Schools, St. Joseph, Missouri. (17) Watters, R. J., Superintendent of Schools, Rocky Ford, Colorado. (9) Witson, H. B., Superintendent of Schools, Berkeley, California. (25) Woopwarp, ANNIE CARLTON, Summerville, Massachusetts, York City, High School, (22) Affiliated Local Associations HE following associations are in ad- dition to the affiliations which were reported in the October JOURNAL: ABILENE, Kansas, Abilene City Teachers’ Association, Ethel Giles, Secretary. BELLEFONTAINE, On10, Bellefontaine Teach- ers’ Association, Susie Parker, Secretary. Brockton, Mass., Brockton Teachers’ Asso- ciation, Annie Burgess, Secretary. HuntTincTon, W. VA., West Virginia Teach- ers’ Association, Helane W. Pryor, Sec- retary. KALAMAZOO, Muicu., Kalamazoo Club, Gladys Todd, Secretary. LEBANON, Pa., Lebanon County Branch of Pennsylvania State Teachers’ Association, Lavinia Boyer, Secretary. Litt_e Rock, Ark., Robert E. Lee N. E. A. Club, Ada Green, Secretary. Matpen, Mass., Middlesex County Teachers’ Association, Arthur L. Doe, Secretary. New York Ciry, N. Y., Association of Teachers of Districts 2 and 3, Rufina A. Carls, Secretary. Tursa, OKLA., Tulsa Teachers’ Smith, Secretary. WEEHAWKEN, N. J., North Hudson School- masters’ Club, Fred Ortel, Secretary. Teachers’ Club, Avis Completed Enrolments HE following schools have com- pleted their reports for one hundred per cent membership enrolment in the National Education Association since the list was published in the December JOURNAL: ABERDEEN, S. Dak., Aberdeen City Teachers’ Association, Lydia M. Leistikow, Sec- retary. : ALAMEDA, CauiF., Alameda Girls’ School; Everett School, Ada _ Bird, Principal; Longfellow School, Alice Orne Hunt, Principal, Attus, OKLA., Altus Public Schools, Arty B. Smith, Superintendent; Junior High School, Charles Hatfield, Principal; Senior High School, B. O. Corbin, Principal; Washington School, May Fullerton, Prin- cipal; Wilson School, Stella Berry, Prin- cipal. BAKERSFIELD, CALIF., Emerson School, June S. Schley, Principal. Bayonne, N. J., Horace Thomas Agnew, Principal. Be.incton, W. VA., Belington Public Schools, J. H. Rohrabaugh, Superintendent; Grade Schools, Dossie Bartlett, Principal; Junior High School, O. J. Woodford, Principal. Be_mont, Mass., Belmont High School, San- ford B. Comery, Principal; Brighton Street School, Eva S. Burns, Principal; Daniel Butler School, Alice Farrar, Prin- cipal; Homer School, Vivian C. Dingley, Principal; Josiah S. Kendall School, John J. Vantura, Principal; Payson Park School, Jessie P. Whitney, Principal. Betvipere, Iuu., Belvidere High School, L. B. Beckington, Principal. BERKELEY, CALIF., Cragmont Elementary School, Sue J. Irwin, Principal; Garfield Junior High School, D. L. Hennessey, Principal; Hillside Elementary School, Jeanette Barrows, Principal; Jefferson El- ementary School, Mary O'Bannon, Prin- cipal; John Muir Elementary School, Lydia Atterbury, Principal; Le Conte Elementary School, John A. Imrie, Prin- Mrs. Mann School, cipal; Longfellow Elementary School, Annie Woodall, Principal; McKinley Elementary School, C. L. Barker, Prin- cipal; Oxford Elementary School, Mrs. Clara M. Parkridge, Principal; Part Time Continuation High School, W. W. Patty, Principal; University Elementary School, George E. Kyte, Principal; Washington Elementary School, A. J. Hamilton, Prin- cipal. BincHAM Canyon, Utan, Bingham Ceniral School, Helen Ashton, Principal; Bingham High School, L. W. Nielsen, Principal; Highland Boy School, H. W. Jorgenson, Principal; Upper Bingham School, Nanna Swenson, Principal. BINGHAMTON, N. Y., Alfred Street School, Mrs. Ida M. Lane, Principal; St. John Avenue School, Mary E. Hunt, Principal. BioomincTon, INnp., Bloomington Junior High School, Mary A. Kerr, Principal. Boise, Ipano, Central School, Miss Coral M. Norton, Principal. Bouwper, CoLo., Mapleton School, Susie M. Lace, Principal. Brookiine, Mass., Driscoll School, Minerva E. Fales, Principal; Edward Devotion School, Charles H. Taylor, Principal; Pierce School, Mary McSkimmon, Prin- cipal. Buruincton, Iowa, Burlington High School, Ray H. Bracewell, Principal; Charles Elliott Perkins School, Anna L. Robins, Principal; Jacob Gartner Lauman School, Mabel S. Young, Principal; James Wilson Grimes School, Louise C. Gutekunst, Prin- cipal; John Lockwood Corse School, Robert K. Corlett, Principal; Lincoln School, Mary C. McKitterick, Principal; North Hill School, Josephine B. Burt, Principal; Prospect Hill School, Mary G. Leebrick, Principal; Robert Graham Saunderson School, Martha Cox, Prin- cipal; Sunnyside School, Hattie E. Kline, Principal; Washington School, Ivy Lang- ley, Principal; William Salter School, William J. Samson, Principal. Burwincton, Vt., Adams School, Emma J. Chapman, Principal. BurnsipE, Conn., Burnside Grammar School, Mabel I. Moore, Principal. CuHersea, Mass., Cary School, Pierce, Principal. Adelaide 28 Tue JOURNAL OF THE NATIONAL EpucaTION AssociATION January, 1923 Cuicaco Heicuts, Iitt., U. S. Grant El- ementary School, Florentine Peters, Prin- cipal. CincInNATI, On10, Jackson School, Albertina Bechmann, Principal; Pleasant Ridge School, T. L. Simmermon, Principal; Vine School, E. E. Ellis, Principal. CLEVELAND, Onto, Huck School, N. O. Knight, Principal. DeKats, Ixtt., DeKalb Township High School, R. G. Bea, Superintendent. Derroir, Micu., Barstow School, G. A. Birkam, Principal; Bellevue School, Florence E. Geer, Principal; Brownson School, William A. Ellis, Principal; Burton School, Flora M. Miller, Principal ; Carstens School, James G. Lake, Prin- cipal; Chandler School, Amelia C. Smith, Principal; Crosman School, Lotta V. Mc- Gregory, Principal; Duane Doty School, M. Emmett Weatherby, Principal; Duf- field School, William A. Ellis, Principal, Duffield Annex, William A. Ellis, Prin- cipal; Farrand School, Grace E. Morton, Principal; Greenfield Park School, Ter- esina. Facchinetti, Principal; Hely School, Nora L. Egan, Principal; Myra Jones School, Emma E. Coughlin, Principal; Keating School, Mrs. Amelia Durst Young, Principal; Leland School, Grace F. Wool- fenden, Principal; Lyon School, Edith E. Shaw, Principal ; McKinley School, Lefrieda S. McLean, Principal; Marcy School, Margaret A. Holmes, Principal; Marr School, Jennie M. Fleming, Prin- cipal; John D. Pierce School, O. B. Healy, Principal; Roberts School, Blanche M. Coulson, Assistant Principal; Scripps School, Mrs. Catherine Wineman, Prin- cipal; Smith School, Grace E. Beattie, Principal; Stephens School, Hiram W. Miller, Principal; Thirkell School, Alice E. Robison, Principal; Thomas School, Adella G. Richardson, Principal; Williams School, Camelia M. -Stark, Principal; Wingert School, Marian Terry, Principal. Draper, UTAH, Draper School, Reid Beck, Principal. East CLEVELAND, On10, Rozelle School, Della Freeborn, Principal. East HARTFORD, CONN., Center Catherine Finnegan, Principal. East Lansinc, Micu., East Lansing High School, W. C. Buchanan, Principal; Lib- erty Hyde Bailey School, Muriel Bowan, Principal. East PeppereELL, Mass., Bolton Junior High School, Susan L. Dow, Principal. Exton, Itt., Columbia School, Aimee E. Lyford, Principal; Franklin School, Mabel H. Price, Principal; Lincoln School, Hattie M. Griffin, Principal; George P. Lord School, Mary C. Bateman, Principal; Lowrie School, Mary Donoghue, Prin- cipal; McKinley School, Wilerdean Gil- lilan, Principal; Washington School, Myrtle E. Huff, Principal; Abby C. Wing School, Mrs. Mattie H. Walls, Principal. E.yria, Ono, Elyria Public Schools, F. M. Shelton, Superintendent; Ely School, Bertha Philpott, Principal; Franklin School, Hittie McCloy, Principal; Garford School, Nellie Mantle, Principal; Gates School, Leanna Moore, Principal; Hamil- ton School, Elizabeth Freese, Principal; High School, R. P. Vaughn, Principal; Jefferson School, Myrtle Halliwill, Prin- School, cipal; McKinley School, Lizzie Hahn, Principal. EMERYVILLE, CALiF., Emeryville Grammar School, Daniel B. Lacy, Principal. Erie, Pa., Columbus School, John L. Cough- lin, Principal. Evciw, On10, Euclid Village Schools, W. A. Franks, Superintendent; Boulevard School, Mrs. K. Ellis Ricklesimer, Principal; Euclid School, R. B. Sharrock, Principal; Noble School, Mrs. Bessie Wells, Prin- cipal; Roosevelt School, Edna E. Felt, Principal; Shore School, D. E. Metts, Principal; Special Teachers’ Department, Grace Henry, Head. Farrpury, Iui., Edison Public School, Nell Carrithers, Principal; Fairbury Town- ship High School, E. W. Powers, Prin- cipal; Isaac Walton Public School, Ruth E. Bradshaw, Principal. FLEMING, CoLo., Fleming Public Schools, Harold V. Baker, Superintendent. Grand Rapips, Muicn., Jefferson School, Clara E. Skinner, Principal. HiawaTnua, Kans., C. H. Janes School, Mrs. Pearle A. Richards, Principal. HuNTsvVILLE, On10, McArthur-Huntsville School, E. J. Arnold, Superintendent. INDIANAPOLIS, IND., Shaw School Number 40, Beulah W. Price, Principal; School Num- ber 56, Grace M. Black, Principal. IRoNwoop, Micu., Newport School, Carrie J. Bond, Principal; Oliver School. KenosHa, Wis., Lincoln Junior High School, Maud Shelton, Principal. LAKEwoop, Oxn10, Landon School, Money, Principal. Lark, Utan, Lark School, W. R. Stevens, Principal Lexincton, Utan, Lexington High School Faculty, Roy G. Bigeloy, Principal. Linneé, Kanat, Hawau, Lihne Grammar School, H. Stephens Simpson, Principal. Locan, UTAH, Logan City Teachers’ Asso- ciation, Agnes K. Dewey, Secretary. Lorain, On10, Brownell School, Chloe E. Keller, Principal; Harrison School, Georgia E. Mead, Principal; Hawthorne School, E. E. Bruell, Principal; Lincoln School, G. F. Creamer, Principal; Lowell School, G. F. Creamer, Principal; W hit- tier School, R. B. Faris, Principal. Los ANGELES, CALIF., Hewitt School, Mary A. Colestock, Principal; San Fernando Ella B. School, Callie M. Darnell, Principal; Woodcrest School, Jessamine Crapsser, Principal. Macoms, ILu., Douglas School; Junior High School, Margaret Crain, Principal. Massiton, Ono, Lorin Andrews School, E. G. Bowers, Principal; Emerson School, E. G. Bowers, Principal; Franklin School, E. W. Lucas, Principal; Harvey School, A. I. Mayer, Principal; Edmund A. Jones School, J. C. Tannehill, Principal; Lin- coln School, E. W. Lucas, Principal; Long- fellow School, Mary E. Nill, Principal; Horace Mann School, Manly S. Clark, Principal; Washington High School, Harry R. Gorrell, Principal; Whittier School, Manly S. Clark, Principal. Maywoop, Iti., Provisio Township High School, J. L. Thalman, Principal. Muskocee, OKLA., Irving School, T. E. Jones, Principal; Longfellow School, J. A. Knox, Principal. NAPERVILLE, ILL., Naperville Public Schools, O. A. Waterman, Superintendent; Naper- ville High School, Blanche V. Graham, Principal. New Beprorp, Mass., Primary School, Isadore Principal. New Orveans, La., McDonogh Memorial School, Mary H. Howe, Principal. Dartmouth Street F. Eldridge, Norroik, Va., Henry Clay School, Ellie Marcus Marx, Principal. Opertin, On10, Oberlin Public Schools, Howard L. Rawdon, Superintendent; EI/- ementary School, Mabel B. Askew, Prin- cipal; High School, W. Z. Morrison, Prin- cipal. OmaHA, Nesr., Beals School, Helen M. Longsdorf, Principal; Columbian School, Jeannette Newlean, Principal; Commenius School, Margaret O’Toole, Principal; South Lincoln School, Jessie S. Flynt, Principal; Train School, Grace Koch, Principal. ORMOND, FLA., Pierson School, G. D., Pinholster, Principal. PHILADELPHIA, Pa., Frankford High School, G. Alvin Snook, Principal; Charles W., Henry School, Caroline T. Moffett, Super- vising Principal; Leidy-Bennett School, Margaret Robinson, Principal; Manayunk School, Howard B. Gladfelter, Principal; Parker School, Ella J. Finley, Principal. PieDMONT, Ca.ir., Egbert W. Beach School, Florence E. Luke, Principal; Frank (C, Havens School, Ellen Driscoll, Principal; Piedmont High School, H. W. Jones, Prin- cipal. Pontiac, ILi., Pontiac Township High School, Marguerite Grady, Secretary. PorTLAND, Maine, Libby School, Alice L, Custis, Principal. PoRTLAND, OREGON, Joseph Kellogg School, E. T. Falting, Principal. Port ORANGE, FLA., Port A. L. Hardy, Principal. Quincy, ILL., Emerson School, Sara Louise Derrick, Principal. Orange School, RANDOLPH, VT., Randolph High School, Jasper H. Wright, Principal. Rep Buiurr, CA.iFr., Monroe School, Edna Bayle, Principal. . RIveRTON, UTAH, Bluffdale School, Joseph §. Fish, Principal; Herriman School, E. L. Crawford, Principal; Riverton School, S. F. Stephenson, Principal. St. CLoup, Minn., St. Cloud Public Schools, P. R. Spencer, Superintendent; Franklin School; High School, Elizabeth Clark, Principal; Lincoln School, Ellen Pettitt, Principal; Roosevelt School, Avisia Ma- bury, Principal; Union School, Mary Gallagher, Principal; Washington School, Edith Perkins, Principal. St. Louis, Mo., Special School Number 11, Nellie P. Bashaw, First Assistant. SAND SprRINGS, OKLA., Sand Springs Public Schools, Frank R. Pauly, Superintendent; Central Grade School, M. W. Taylor, Principal; Garfield School, C. C. Jelks, Principal; High School, E. D. Brewer, Principal; Lake School, Hazel Sampson, Principal; Medio School, R. W. Gehres, Principal. Sanpy, UTan, Butler School, B. L. Lofgren, Principal; Crescent School, W. R. Edgel, Principal; Granite School, J. Arthur Mecham, Principal; Jordan School, D. C. Jensen, Superintendent; Jordan High School, E. W. Robinson, Principal; Mid- vale School, E. E. Greenwood, Principal; Sandy School, A. E. Peterson, Principal; South Jordan School, A. R. King, Prin- cipal; Union School, H. W. Burgon, Prin- cipal; West Jordan School, W. W. Malstrom, Principal. San Francisco, CAuir., Balboa School, Lucy F. Adams, Principal. San Jose, Cauir., Washington School, E. Holland, Principal. SaraTocaA, Wro., Saratoga School, C. W. Duerig, Principal. SepALiA, Mo., Arlington School, Minnie Murphy, Principal; Broadway School, Lida Burress, Principal; Eugene Field School, Mrs. Anna Hannum, Principal; Jefferson School, Ethel McCluney, Prin- cipal; Horace Mann School, Belle Steele, Principal; Prospect School, Nina K. Slater, Principal; Summit School, Lydia D. Montgomery, Principal; Supervisors of Sedalia; Washington School, Anna Greer, Principal; Whittier School, Minnie A. Shaffer, Principal. SourH Action, Mass., South Acton School, Mrs. Helen H. Cummings, Principal. SoutH BeENp, INp., Franklin School, Edythe J. Brown, Principal. SoutH Haven, Micn., South Haven Public 23 och ool, er- ool, unk al; al, ‘ool, al; rin- Ligh ool, ool, uise ‘ool, dna h §. ool, ols, klin ark, ttitt, Ma- lary 100l, 11, tblic ent; ylor, elks, wer, son, res, ren, igel, thur Ligh A id- pal; pal; rin- 'rin- W. LUCY nnie hool, ‘teld pal; rin- eele, ydia s of reer, hool, ythe sblic eT eS Vol. 12, No.1 THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 29 ig nn ne eae UeEE yyy SSN EEN NNEnnernennneeenreeeeeeeneeernnnEEnEEEEEEEESEESEEEEE EEE Schools, L. C. Mohr, Superintendent; Central School, Agnes French, Principal; Hartman School, Maude Merson, Prin- cipal; Indiana School, Ada Bardwell, Principal; Junior High School, Frank Ayres, Principal; North Shore School, Vera Selkirk, Principal; South Haven High School, J. R. Hervey, Principal; Special Teachers Department, Cecile Geb- hart, Head. Tacoma, WasH., Longfellow School, Eva G. Smith, Principal. Totepo, Ou10, Indiana School, Harriett S. Johnson, Principal. Tusac, Ariz., Tubac School, S. H. Beattie, Principal. Waimea, Kauat, Hawau, Waimea Junior High School, G. S. Sessions, Principal. WarRENSBURG, Mo., Teachers’ Community Association of the Central Missouri Teachers’ College, Gertrude Hosey, Sec- retary. ‘ WauvuKEGAN, ILL., Cook School, Alma Diet- meyer, Principal; Waukegan Township High School, Paul G. W. Keller, Superin- tendent. WitkinspurGc, Pa., Wilkinsburg Public Schools, William H. Martin, Superin- tendent; Horner School, Mary H. Gibson, Principal; Johnston School, Elizabeth O. Evans, Principal; Junior High School, E. E. Hicks, Principal; Kelly School, Eleanor B. Ralston, Principal; McNair School, Mrs. Mary A. Gregg, Principal; Semple School, Mrs. Elizabeth J. Sloane, Principal; Senior High School, W. C. Graham, Principal; Special Teachers’ Department. WINNETKA, ILL., Winnetka Public Schools, Carlton W. Washburne, Superintendent; Greeley School, Mrs. Julia Ostegaard, Principal; Horace Mann School, Soren Ostergaard, Principal; Hubbard Woods School, Marion Carswell, Principal; Skokie School, Willard W. Batty, Prin- cipal. Wooster, On10, Bowman Street School, H. D. Wile, Principal. Wray, Coro., Wray Public School. YouncGstown, Oun10, Myrtle Avenue School, Ferne Irey, Principal. ZANESVILLE, Ou10, Madison School, Anna M. Garges, Principal; Sheridan School, Beulah C. Thompson, Principal. ’ i | GUIDE TO BOOKS Select List ITLES and notes in this list are taken from the November Booklist of the Amer- ican Library Association. Box, Epwarp Witu1AmM. A Dutch boy fifty years after. N. Y., Scribner, 1921. 217p. illus. 80c. An abridged edition of The Americaniza- tion of Edward Bok. ‘Tells the story of his school life in Brooklyn, his carly efforts to aid his family, the beginnings of his jour- nalistic career, his later success, and wide influence as an editor. Suitable for seventh and eighth grades. Boraas, Jutrus. Teaching to think. N. Y., Macmillan, 1922. 289p. illus. $1.60. An interesting text on an unusual subject, written for teachers who desire to cultivate the habit of thought in students. Its purpose is to “discover the principal types of think- ing which are required in everyday life, and to indicate practical ways and means for their development in the ordinary school.”— Preface. A list of thought problems is ap- pended to each chapter and there are vocabu- lary tests, a bibiography, and index. CATHER, WILLA SIBERT. One of ours. Knopf, 1922. 459p. $2.50. Life on the broad Nebraska prairies, his years at college and his marriage all failed to enable Claude Wheeler to realize life as the great and beautiful thing he believed it must be. With the war he finds an outlet for his ideals and energy. The characters are real people and the descriptions make lasting pictures. N. ¥., Davis, SHELDON EmMmor. The technique of teaching. N. Y., Macmillan, 1922. 346p. illus. $1.40. Practical suggestions for the teaching of grade school subjects, with definite examples of methods used. More specific than Parker, General methods of teaching in elementary schools. Chapter bibliographies. KUHLMANN, Frep. A handbook of mental tests. Balt., Warwick, 1922. 208p. $2. A revision, much extended, of the Binet- Simon tests for determining the mental de- velopment of children and adults. Based on the observation of seven thousand children and adults, both normal and feeble-minded, for a period of seven years. Author is di- rector, Minnesota Research Bureau in Men- tal Deficiency and psychologist for the Minnesota State Department of Education. LucxiesH, M. The book of the sky; a résumé of personal experience and obser- vation. N. Y., Dutton, 1922. 236p. illus. $3.50. Entertaining descriptions of the wonders of cloudland and its aspects and meanings in revealing the winds and foretelling the weather, for the general reader and the aerial traveler. ‘Technicalities have been reduced to a minimum. Illustrated with photographs of cloud phenomena. McKINNEeEY, JAMES. Success through voca- tional guidance, by James McKinney and A. M. Simons. Chic., Amer. Tech. Soc., 1922. 270p. $2. Analysis of the principal occupations open to young men, describing the character of the work, the qualifications necessary, both personal and educational, and the average remuneration. More detailed and _ specific than Richard’s The man of tomorrow. PHILADELPHIA. South Philadelphia high school for girls. Everyday manners for American boys and girls. N. Y., Maco millan, 1922. 115p. illus. $1. Live boys and girls will prefer this for the clever gaiety of its maxims which epito- mize actual experiences worked out by the children themselves, to the more stereotyped form of Manners and conduct in school and out. Humorous topical insets, quaint sil- houette illustrations, and chapter problems. Its originality should stimulate an interest in good manners. REYNOLDS, FRANCIS JOSEPH, ed. Reynolds’ comprehensive atlas and gazetteer of the world; rev. to date by Adam Ward. 1922 ed. N. Y., Reynolds, 1922. 356p. illus. maps. 39cm. $4.50. Good up-to-date atlas, with special fea- tures not usually found including illustrated physical and commercial analysis of the world; illustrated gazetteer of cities and towns of the world with numerous maps; gazetteer of railroads giving length of main line and total mileage of passenger carrying lines in the U. S., Canada, and Mexico, with maps; auto maps of States, with motor-car laws of the U. S. and Canada and traffic rules followed in most cities; chronology of world war and succeeding events of world history to May 25, 1922. 1920 Federal cen- sus used. The best cheap atlas for library use. Rucker, Aucusta. Ten talks to girls on health. N. Y., Woman’s press, 1921. 99p. $1. Chapters suggestive rather than detailed, covering the principles necessary for com- plete and healthy living. Prepared primar- ily for club leaders, but will be useful to any social worker interested in the development of girls’ characters. Each chapter is pre- ceded by an outline and there is a bibli- ography. Davip SAMUEL. Educational so- ciology. (Social science series.) N. Y., Century, 1922. 689p. $4. Valuable and suggestive for mature stu- dents on account of the wide variety of prob- lems for discussion. The first two parts cover general sociological questions. The third and fourth parts cover the sociological aspects of education. Questions for discus- sion at the end of each chapter and chapter bibliographies. Stronger on the educational side than Chancellor's Educational sociology. SNEDDEN, STEWART, Cora WiLson. Moonlight schools. N. Y., Dutton, 1922. 194p. illus. $2. The story of a movement for adult educa- tion originating in Kentucky in 1911, which has spread far beyond the borders of that State and has for its aim the abolition of illiteracy throughout the country. Amusing and pathetic stories are told of some of the students, ranging in age from eighteen to ninety-eight, eager to make the most of their new opportunities. THoMAS, FRANK WATERS. Training for ef- fective study (Riverside textbooks in edu- cation. Division of secondary education). Bost., Houghton, 1922. 25ip. $1.90. “A practical discussion of effective methods for training school pupils to organize their study procedure.”—Subtitle. Bibliography (2p.) and suggested readings following chap- ters. Not for the student, as is Kitson’s How to use your mind. VAN DensurG, JosepH Kinc. The junior high school idea. N. Y., Holt, 1922. 423p. $1.50. A textbook for teachers giving the results obtained in the Speyer experimental junior high school in New York city, in which the aims and practices discussed have been or are being worked out with a slected group of about six hundred boys from twenty ele- mentary schools under the charge of care- fully selected teachers, the whole experi- ment having been under the supervision of Teachers College, Columbia University 30 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION January, 1923 Chapter questions, appendixes containing courses of study offered, bibliography divided into elementary school teachers’, high-school teachers’ and supervisors’ professional li- brary and index. More practical and con- crete than either Bennett, The junior high school, or Briggs, The junior high school, as it gives the results of an experiment con- ducted in one school where especially favor- able conditions existed, making expert obser- vation possible over an extended period. Comprehensive List — LIST aims to mention all important new educational books published in the United States. It is based on books received at THE JOURNAL office, supplemented by in- formation from the Monthly Catalogue of U. S. Public Documents, No. 333, for Sep- tember, 1922, and from the various publish- ing houses represented. ADAMS, ELIZABETH STARBUCK. Junior type- writing. N. Y., Gregg Pub. Co., 1922. 95p. $1. BatHo, Dororuy, and Hype, A. LILIAN comps. A school edition of the Old Testa- ment. N. Y., Macmillan, 1922. 180p. $1.20. Birpwoop, Wiisur D. Euclid’s outline of sex; a@ Freudian study; ill. by Herb Roth. N. Y., Holt. 1922. 75p. $1.50 BLACK, NEWTON Henry, and Davis, HARVEY N. Practical physics. N. Y., Macmillan, 1922. 564p. $1.68. Brooks, SAMUEL S. Improving schools by standardized tests. Boston, Houghton Mifflin, 1922. 293p. $1.75. Bruce, Roeert. Brandywine: a revolution- ary battlefield on the main traveled high- way between N. Y., Phila., Balt., and Wash.; in cooperation with Am. Auto Assn., Auto. Club of Am., Nat'l Highways Assn. 18 Old Slip, New York City, Na- tional Highways Association, Author, 1922. 53p. 75c. Bryce, JAMES ViscoUNT. The hindrances to good citizenship. New Haven, Conn., Yale Univ. Press, 1922. 138p. $1.25. BurcH, HENRY REED, and PaTTerRson, S. Howarpb. Problems of American democ- racy, political, economic, social. N. Y., Macmillan, 1922. 601p. $1.72. Capper, ArTHUR. The Agricultural Bloc; with an introd. by Kenyon L. Butterfield. N. Y., Harcourt, Brace, 1922. 178p. $1.25. CassEL, Gustav. Money and foreign ex- change after 1914. N. Y., Macmillan, 1922. 287p. $2.25. Cxiark, W. Irvinc. Health service in in- dustry. N. Y., Macmillan, 1922. 168p. $2. ConANT, Lawrence Wickes. Tackling Tech.; suggestions for the undergraduate in technical school or college. N. Y., Ronald Press. 197p. $1.50. Cook, KATHERINE M. Supervision of rural schools. U. S. Bureau of Educ., Bul. 10, 1922. Supt. of Docs., Wash., D. C., Govt. Printing Off. Paper. 114p. 15c. Corson, Davip B., and CorNisH, HuBerT R. Founders of freedom in America; a bi- ographical history for the elementary grades. N. Y., Hinds, Hayden & Eldredge, 1922. 305p. $1.12. Cresson, WILLIAM PENN. The Holy alli- ance; the European background of the Monroe doctrine. N. Y., Oxford, 1922. 158p. $1.50. Cuneo, SHERMAN A. From printer to presi- dent. Phila., Dorrance, 1922. 153p. II- lustrated. $1.75. Davis, Kary Capmus. Horticulture; a text- book for high schools and normals. Phila., Lippincott, 1922. 416p. $1.75. Davison, ALBERT WATSON, and vAN K.Loos- TER, Henry S. Laboratory manual of physical chemistry. N. Y., Wiley. 1922. 190p. $2. DETWEILER, FREDERICK G. The negro press in the United States. Chic., Univ. of Chic. Press, 1922. 274p. $3. Dewey, Davis RicH. Financial history of the United States; 8th ed. N. Y., Longmans, Green & Co., 1922. 567p. $2.50. Dewey, Davis Rich, amd SHUGRUE, MARTIN JosepH. Banking and credit; a textbook for colleges and schools of business admin- istration. N. Y., Ronald Press, 507p. $3. Dutt, CHartes E. Essentials of modern physics. N. Y., Holt. 535p. $1.72. DuNnBAR, CHARLES F. The theory and history of banking. 4th ed. N. Y., Putnam, 1922. 327p. $1.85. EcBert, JAMES C. Uniwersity summer schools. U. S. Bureau of Educ. Bul. 31, 1922. Supt. of Docs., Wash., D. C., Govt. Print. Off. Paper. 14p. 5c. Faris, JOHN T. Men who conquered (a dis- cussion of success). N. Y., Revell, 1922. 185p. $1.25. FisHEeR, Boyp. Mental causes of accidents. Boston, Houghton, Mifflin Company. 315p. $2.50. FoRMAN, SAMUEL EAacLe. Our republic; a brief history of the American people. N. Y., Century. 869p. $5. Foster, OLIVE Hype. Housekeeping, cookery, and sewing for little girls. N. Y., Duffield, 1922. 394p. $2. Fox, Fiorence C. Tendencies in primary education. U.S. Bureau of Educ., Teach- ers’ leaflet 10, Sept., 1922. Wash., D. C., U. S. Bureau of Educ. Free. GEBHART, JOHN C. Malnutrition and school feeding. U.S. Bureau of Educ. Bull. 37, 1921. Supt. of Docs., Wash., D. C., Govt. Print. Off. Paper. 42p. 5c. Graegser, C. A. Reference chart of Spanish verbs. Yonkers, N. Y. World Bk. Co.,, 1922. Paper. 8p. $3 per 25. GrimM, JAKoB Lupwic KarL, and GRIMM, WiLHELM Kari. The golden bird and other stories. Illustrated. Phila., Jacobs, 1922. 115p. 75e. Snow White and other stories. illus- trated. Phila., Jacobs, 1922. 115p. 75e. GuBBINS, JOHN Harincron. The making of modern Japan; an account of the progress of Japan from pre-feudal days to constitu- tional government and the position of a great power; with chapters on religion, the complex family system, education, ete. Phila., Lippincott, 1922. 316p. $5. GUEDALLA, Puitip. The second empire; Bonapartism; the prince; the president; the emperor. N. Y., Putnam. 457p. $5. Gutick, Sipney Lewis. The Christian cru- sade for a warless world. N. Y., Macmil- lan. 197p. $1. Cloth. HADLEY, HERBERT SPENCER. Rome and the world today; a study, in comparison with present conditions, of the reorganization of civilization under the Roman empire which brought to a war-worn world 200 years of peace. N. Y., Putnam. 378p. $3.50. HALL, Jennie. Buried cities; with many drawings and photographs from original sources. N. Y., Macmillan. 171p. $2. Hammonp, C. S., AND Co. Hammond’s modern atlas of the world. N. Y., Author, 1922. 176p. $3. HaucuTon, Percy D. Football and how to watch it. Illustrated. Boston, M. Jones. 231p. $3. HAZELTINE, MAry EMOGENE. Fundamentals of reference service; reprinted from Wis- consin Library Bulletin, rev. ed. Chic., Am. Library Assn., 1922. 16p. Paper, 25c. Hewett, R. TANNER. A manual of bac. teriology, clinical, and applied. N. Y,, Macmillan, 1921. 807p. $6. HosHouse, LEONARD 'TRELAWNEY. The ele. ments of social justice (philosophy), N. Y., Holt, 1922. 247p. $2. HoLitey, CHARLES ELMER. The _ teacher's techinque. N. Y., Century. 378p. $2. HouizinGcer, Marion STONE. Fundamentals of business English. Yonkers, N. Y,, World Bk. Co. 260p. $1.28. HucHes, Ray Oscoop. Problems of Ameri. can democracy. Boston, Allyn and Bacon, 1922. 666p. $1.60. Jackson, WALTER CLINTON. A boy’s life of ; Booker T. Washington. N. Y., Macmillan, 158p. $1.25. Jacoss, Leo. Three types of practical ethical movements of the last half century. N. Y,, Macmillan, 1922. 184p. $1.50. James, WILLIAM. Dictionary of the English and German languages; 46th ed.; rewrite ten and enl.; English-German and Ger- man-English in 7 v. Chic., Regan Pub, ‘Corp. 544p. $2.25. James, WILLIAM, und Grassi, GIUSEPPE, Dictionary of the English and Italian lan- guages; 15 ed.; rewritten and enl. Chie, Regan Pub. Corp. 364p. $2.25. James, Witt1AM, and Mo é, A. Dictionary of the English and French languages; 21st ed.; rewritten and enl. Chic., Regan Pub, Corp. 673p. $2.25. JouNsEN, JutiA E. Cancellation of the allied debt. N. Y., H. W. Wilson Co., 1922, 6lp. 75¢c. Exercises in the N. Y,, Kirsy, RICHARD SHELTON. elements of descriptive geometry. Wiley, 1922. 59p. $1. LANE, FRANKLIN KNIGHT. The letters of (author), personal and political; ed. by Anne Wintermute Lane and Louise Herrick Wall. Boston, Houghton, Mifflin & Co, 473p. $5. Larcom, Lucy. A New England Girlhood; Outlined from Memory. Boston, Hough- ton, Mifflin, 1889. 274p. Riverside Liter- ature Series, No. 12. Cloth binding, 80c. LEONARD, STERLING ANDRUs. Reading for realization of varied experience; for the primary and intermediate grades and the junior and senior high school. Phila, Lippincott, 1922. Paper, 50c. Levitas, ARNOLD. Editorial English; a man- ual for proof-readers, printers, editorial workers, and people who are engaged in literary pursuits. 21 Montgomery St., Jer- sey City, N. J.. W. A. Hildebrand, 1923. 300p. $3. Lipsy, FREDERICK J. War on war: campaign textbook. Wash., D. C., National Couneil for Reduction of Armaments, 1922. 70p. 10c. or 12 copies for $1. LomparD, ELLEN C. Home education by means of reading courses and coiperation of State and National agencies. U. 8. Bureau of Educ. Home Education Circular 2. Supt. of Docs., Wash., D. C., Gov't Print. Off. Paper, lip. 5c. MASSACHUSETTS DEPARTMENT OF EDUCATION; DivisioON OF UNIVERSITY EXTENSION. State supported University Extension courses of- fered for correspondence instruction. Boston, State Dept. of Education, 1922. 15p. Paper. Apply. MayersTeEIn, A. A., comp. How divide the word; a compilation of 7200 words im most common use showing their correc division into syllables, and designed espet ially for handy reference of printers, proof- readers, stenographers, correspondents, ett; 2nd ed.; rev. and enl. Lafayette, Ind, Compiler, 1922. 96p. $1. MEEKER, Ezra. Ox-team days on the Ore gon Trail. % % Rev. & ed. by H. R. Driggs, 7 1923 —————=s, bac- 8 ele. phy), cher’s 2. ontals ¥g meri- }acon, ife of : ‘illan, thical N. Te 1glish LUT ite Ger- Pub, SEPPE, : lan- Chic., onary > 21st Pub, allied 1922, n the 1. rs of d. by errick ¢ Co, hood; ough- Liter- , 80c. | for r the d the *hila., mane torial ed in ’ Jer- 1923, paign puncil 70p. n by ration 7. ‘cular Gov't TION} State es of- ction. 1922. e the ds im orrect Ss pec roof- , tt.; Ind., Ore- © riggs, | Vol. 12, No.1 Tue JOURNAL OF THE NATIONAL EpucaTIon AssociaATION 31 Yonkers, N. Y., World Bk. Co., 1922. Sreiner, RupotpH. The threefold common- Books About Franklin 235p. $1.20. wealth. 701 Carnegie Hall, N. Y., Three- ta ; Ns Meyer, Henry HERMAN, ed. The superin- fold Commonwealth Pub. Ass’n, 1922. ENJAMIN FRANKLIN was a_ great ~ tendent’s helper. N. Y., Methodist Bk. 246p. $2. reader and lover of books. He en- Concern, 1923. 190p. 40c. STOCKDER, ARCHIBALD H. Business owner- couraged the use of books by others and is Mitver, Harry Lioyp. Directing study; ed- ship” organization. (Am. business ser.) often referred to as the father of the Amer- ucating for mastery through creative think- N. Y., Holt, 1922. 631p. $3. on ican free public library. From his reading ing. N. Y., Scribner, 1922. 385p. $1.80. STopparp, Burk CLINTON. America’s race he derived much of the good judgment and Miter, HucH Cricuton, M. A., M. D. The heritage: immigration. N. Y., National knowledge of world affairs which enabled new psychology and the teacher. N. Y., Seltzer. 225p. $1.60. NessiT, Witpur D. First principles of ad- vertising. N. Y., Gregg Pub. Co., 1922. 115p. Trade edition, $1.50; School edi- tion, $1. New York STATE Dept. oF LApor. Course of employment in New York State from 1914- 1921. (Special bull. no. 113; Sept., 1922.) N. Y., Author. 136p. Paper. Free while supply lasts. Niver, HARMON Bay. Complete geography; Pennsylvania ed. N. Y., Hinds, Hayden & Eldredge, 1922. 399p. $1.40. NorMAN, JAMES WILLIAM. A comparison of tendencies in secondary education in Eng- land and the United States. N. Y., Teach- ers College, 1922. 205p. $2.50. Paper, $2. OBERHOLTZER, ELLIS PAXsON. the movie. Phila., Penn. 251p. $1.25. OcBURN, WILLIAM FieELpinG. Social change with respect to culture and original nature. N. Y., Huebsch. 384p. $2. O.LcoTr, FRANCES JENKINS. Good stories for great birthdays. Boston, Houghton Mifflin, 1922. Slip. $3. Pence, RAYMOND Woopsury. Short stories by present-day authors. N. Y., Macmillan, 1922. 431p. $1.80. Razovsky, Cecitia. What every emigrant should know; a simple pamphlet for the guidance and benefit of prospective immi- grants to the U. S.; also in Yiddish, Na- tional Council of Jewish Women, 1922. 63p. 10¢. Ricuarps, JOHN N. Dramatized plays; Mother Goose and N. Y., A. S. Barnes & Co., ill. $2.40. ; Ritey, EuGene Bonirace. Economics; cluding recent examination (Globe outline Ser.) N. Y., Co., 1922. Paper. 96p. 60c. Rossins, Hayes. The labor movement and the farmer; introd. by Kenyon L. Butter- The morais of rhythm traditional. 1922. in- questions ; Globe Bk. field N. Y., Harcourt, Brace, 1922. 201p. $1.25. RussELL, BERTRAND ARTHUR WILLIAM. The problem of China. $2. Sawyer, JosepH DiLLAway. History of the Pilgrims and Puritans: their ancestry and descendants; basis of Americanization. 8 W. 47th St., N. Y., Century History Co., 1922. 3 v. 405+468+440p. Half lea., $44.50; buck. $39.50. Searson, J. W., Martin, Georce E., and Tintey, Lucy WILLIAMS. Studies in read- ing: additional primer. Chic., Univ. Pub. Co., 1922. 138p. SHARP, DALLAs Lore. Education in a democ- racy. Boston, Houghton Mifflin, 1919-'22. 154p. $1.25. SmitH, Frep B. On the trail of the peace- makers. N. Y., Macmillan, 1922. 239p. $1.75. SmMirH, Wituiam A. The reading process. N. Y., Macmillan. 279p. $1.40. STANDARD CATALOG BIMONTHLY: a selected list of best books for the small library. (Vol. I, No. 5.) N. Y., H. W. Wilson Co., 1922. Paper. STEARNS, Lutie EUGENIA. brary administration. brary Ass’n, 1922. N. Y., Century. 276p. Essentials in li- Chic., American Li- 87p. 58p. . Historical Soc., 1922. 400p. $4. Stronc, E. K. Jr. Brief introductory psy- chology fer teachers. Balt., Warwick & York, 1922. 252p. THORNDIKE, Epwarp Lee. The _ teachers’ word book. N. Y., Columbia Univ., Teach- ers College. 74c. (Corrected from Octo- ber JOURNAL.) Tuorpe, Francis Newton. The essentials of American government. N. Y., Putnam. 206p. $1.75. TuHursTone, L. L. Thurstone employment tests; examination in clerical work; form A. Yonkers, N. Y., World Bk. Co., 1922. Paper, $1.50 per 25. Thurstone employment tests ; examina- tion in typing; form A. Yonkers, N. Y., World Bk. Co., 1922. Paper, $1.50 per 25. ‘TOWNER, EARL, and Hesser, Ernest. Glee and chorus book for male voices. N. Y., Silver, Burdett & Co., 1922. 144p. TREASURY DEPARTMENT, U. S. PuBLIC HEALTH Service. High schools and sex education: a manual of suggestions on education re- lated to sex. Supt. of Docs., Govt. Print. Office, Wash., D. C. 105p. 50c. U. S. Bureau oF Epucation. A kindergar- ten-first-grade curriculum. U. §S. Bureau of Education Bulletin, 1922. no. 15. 73p. 10c. U. S. Bureau oF Epucation. Milk and our school children. Supt. of Docs., Gov’t Print. Off., Washington, D. C. 3i1p. Paper. 5c. U. S. DEPARTMENT OF LABor. Suggestions for securing and holding attendance of foreign-born adults upon public-school English and citizenship classes. Supt. of Docs., Gov’t Print. Office, Wash., D.C. 30p. Paper. Se. WALKER, CHARLES RuMForpD. Steel. The diary of a furnace worker. Boston, At- lantic Monthly Press, 1922. 164p. Wacker, R. G. A classified selection of problems in accounting. Ann Arbor, Mich., George Wahr, 1922. 181p. $1.50. WarrREN, Howarp Crospy. Elements of human psychology. Bost., Houghton Mif- flin. 426p. $2.25. WASHBURN, Ropert M. .Productive dairy- ing; 2nd ed. rev. Phila., Lippincott, 1922. 436p. $2.50. Watkins, Gorpon §. An introduction to the study of labor problems; (Social science ser.) N. Y., Crowell, 1922. 679p. $3. WHEELER, OLIVE A. Bergson and educa- tion; with a foreword by J. L. Paton N. Y., Longmans, Green, 1922. 130p. $2.25. WILiiaMs, Jesse Feirrinc. The organization and administration of physical education. N. Y., Macmillan. 338p. $2. Personal hygiene applied. Phila., Saunders. 412p. $2.50. Witson, GErorRGE GRAFTON. International law; 8th ed.; earlier eds. by (author) and George Fox Tucker, N. Y., Silver, Burdett, 1922. 550p. $4. Witson, GEORGE PICKETT. composition. Boston, Palmer 201p. $1.20. WiseE, STEPHEN S. Children versus parent. N. Y., Macmillan, 1922. 139p. $1.25. Woops, FREDERICK SHENSTONE, and BaILey, FreDERICK HaAroip. Elementary calculus. Boston, Ginn and Co., 1922. 326p. $3. oral 1922. Informal Co., him to play a leading role in the develop- ment of the American Nation. His writings have been translated into many languages and about him many books have been writ- ten. Some of the best of them are here listed. Franklin’s birthday, January 17, may well be celebrated by reading in these books. This list with notes was prepared especially for THE JOURNAL by Miss May Massee, editor of The Booklist of the American Li- brary Association. FRANKLIN, BENJAMIN. Autobiography: and a sketch of Franklin’s life from the point where the autobiography ends, drawn chiefly from his letters. Boston, Hough- ton, 1902. 253p. $1.25. Illustrated by E. Boyd Smith, N. Y., Holt, 1916. $2.25. Probably no other book gives a_ better picture of the early periods of our history, made doubly interesting by the personal element of the book. For upper grades and high school, BACHELLER, IRVING ADDISON. Poor Richard. rill, 1922. $2. A love story that introduces Washington and Franklin and which has a good deal of historic atmosphere. For high-school age. In the days of Indianapolis, Bobbs-Mer- BALDWIN, JAMES. Four great Americans, N. Y., American Book Co., 1897. 64¢c. Washington, Franklin, Webster, Lincoln. The simply told and short account of Frank- lin’s life can be used in the third and fourth grades. Brooks, ELDRIDGE STREETER. True story of Benjamin’ Franklin. Boston, Lothrop, 1898. 250p. illustrated. $2. Interestingly told for children from the fourth to seventh grades. Has many illus- trations. DupLey, Epwarp LAWRENCE. Benjamin Franklift’ (True stories of great Amer- icans). N. Y., Macmillan, 1915. 232p. $1. His career as printer, scientist, philos- opher, and diplomat entertainingly told and suitable for sixth and seventh grade reading. Grandfather’s HAWTHORNE, NATHANIEL. chair and biographical stories. Boston, Houghton, 1907. $2. Biographical stories (Riverside literature series). Boston Houghton. 32c. Recounts an incident in Franklin’s boy- hood wherein he and friends learn that pub- lic good cannot result from injury to an in- dividual. Morse, JOHN Torrey. Benjamin Franklin (American statesmen). Boston, Houghton, 1897. 428p. $2. For the adult reader. OswaLp, JOHN CLYDE. printer. 1917. $2. A biographical sketch that deals especiaily with Franklin’s work as a printer. Illus- trated with facsimiles and extracts from Franklin’s works. Benjamin Franklin, Garden City, L. IL, Doubleday, 32 THe JOURNAL OF THE NatTionaL EDUCATION AssoOcIATION January, 1923 Selected Booklist on Rural Education HE FOLLOWING LIST OF BOOKS was prepared by a committee of three in the Department of Rural Education, Teachers College, Columbia University, New York. This committee consisted of Miss Mabel Carney, Miss Fannie W. Dunn, and Miss Rosamond Root. In compiling the list the committee first formulated standards for evaluating the books considered and then reviewed practically everything written in the rural field. By the standards adopted each book chosen had to meet the following requirements: 1. Relate specifically to rural education as conducted in public schools. This immedi- ately eliminated all books on rural sociology. 2. Uphold democratic American standards of educational opportunity designed to give country children as fair a chance as all others. Books endorsing the vocationaliza- tion of the rural elementary school have been ruled out at this point. 3. Make a practical, definite, and current contribution to the present-day -problems of rural education. 4. Be well written. Beside meeting the above requirements the list has been obviously restricted further for want-of space. This has necessitated the choice of but one book* in each division of the field and forced the omission of some volumes which would otherwise have been included. “Notwithstanding these limitations the selections finally made will serve, it is believed, as a standard list for the practical guidance of all engaged in rural school work or interested in its promotion. Anpress, J. Mace. Health Education in Rural Schools. Houghton Mifflin Com- pany, Boston, 1919. The author of this book introduces his subject with a good statement of health con- ditions in the country and then devotes the major part of his discussion to the teaching of health and the formation of health habits among rural children. ‘The book contains good reference lists, illustrations, gand class exercises. Betts, G. H. and Hatt, Oris E. Better Rural Schools. Bobbs-Merrill Company, In- dianapolis, 1914. One of the fullest and most detailed of the early books on rural education. Treats questions of curriculum, teacher-training, and administration, with special emphasis upon consolidation. Brim, O. G. Rural Education. Macmillan Company, New York. (Ready in February.) A critical study of the objectives and needs of rural elementary education. De- fines the two schools of thought in rural education and emphasizes the danger of vocationalizing the rural elementary school and restricting country children to the limi- tations of their immediate environment. Part one deals with the proposed purposes of rural elementary education; part two with standards for judging these purposes; part three with the educational possibilities and needs of the rural environment; and part four with the practical implications of the philosophy set forth, for rural elementary education. A notable contribution on a timely theme. BUTTERFIELD, Kenyon L. The Farmer and the New Day. Macmillan Company, Chi- cago, 1919. A stimulating and vision-giving treatment of the national and international problems of agriculture and country life. Emphasizes the fundamental principles and methods by which agricultural improvement and an ad- justment to world affairs can be made, and stresses education as a chief essential in this adjustment. CaRNEY, Mapet. Country Life and the Coun- try School. Row Peterson and Company, Chicago, 1912. An inspirational treatment of the whole general problem of rural school improve- ment. Especially helpful are the appendixes and the practical suggestions at the close of each chapter for relating the work of the school to the various agencies and in- stitutions of the rural community. A. The Rural School Plant. Milwaukee, CHALLMAN, S. Bruce Publishing Company, 1917. An excellent discussion of rural school buildings and grounds. Contains floor plans and photographs of the best standard plans for rural schools approved by the various States, and also a chapter on _ teachers’ homes. CUBBERLEY, ELLWoop P. Rural Life and Education. Macmillan Company, Chicago, 1914. (Revised 1922.) A consideration of the rural school prob- lem as a phase of the much larger problem of rural life. Contains an especially good historical introduction and is_ particularly helpful on the administrative phases of rural school improvement. Dewey, Evetyn. New Schools for Old. E. P. Dutton Company, New York, 1919. A popular account of the work of Mrs. Marie Turner Harvey in the Porter Rural school at Kirksville, Missouri. Practical, concrete, and inspirational. One of the best reading circle books yet written in the rural field. FINNEY, Ross L., and ScHAFeR, ALBERT L. The Administration of Village and Con- solidated Schools. Macmillan Company, New York, 1920. The only book yet written which deals with the specific problems of village school principals. The large topics considered in- clude: governmental administration; the principal’s personal-official relations; ‘adapt- ing the school to the needs of the child; and the business side. Focut, H. W. The Rural Teacher and His Work. Macmillan Company, Chicago, 1920. Especially valuable as a recent compila- tion of facts and information in the rural school field. Scholarly, authoritative, and weil illustrated. A good text for general survey courses in rural education. GapIN, C. J. Rural Life. pany, New York, 1918. A careful and painstaking study of the characteristics and problems of the local rural community with special emphasis upon Century Com- town and country relations. Particularly valuable are the chapters on the psychology of rural life; the structure of rural society; the social role of the housewife and child: | the rural relations of high schools; and op surveys. NATIONAL CHILD LABOR COMMITTEE. Child Welfare. Macmillan Chicago, 1922. An inquiry by the National Child Labo; Committee based upon conditions in Wes Virginia. Gives a vivid and reliable Por- trayal of home life, child labor, rural schoo attendance, rural recreation, and rural child neglect in eleven counties of the State. 4 most appealing and conscience-stirring presentation of a serious National situation, This book should be read by every educa. tional leader in the country. Rural Company, PITTMAN, M. S. Rural Schools. Chicago, 1922. A popular treatment of the problems of the rural school presented in the form of letters between two country teachers. As 4 reading circle book and a popular treatmen of the necessity and possibilities of rural school supervision this little volume has po peer. Successful Teaching ix American Book Company, Rapeer, Louis W. School. Charles York, 1920. A compilation of twenty-two chapters op various phases of consolidation written by the author and specialists in the field. Con. tains illustrations and a good bibliography. SHOWALTER, N. D. A Handbook for Rural School Officers. Houghton Mifflin Com. pany, Boston, 1920. A concise volume well suited to the pur pose stated in the title and written by a man of much practical experience. The Consolidated Rural Scribner’s Sons, New THE JOURNAL OF RuRAL EpucaTion. Volum I, Numbers 1 to 10. September to June inclusive, 1921-22. $1 per set. Order from H. W. Foght, Normal School, Aber. deen, S. D. Official publication of the Department of Rural Education of the National Education Association. Planned primarily for county superintendents, rural supervisors, rural nor mal directors, and consolidated and_ village school principals. Subscriptions for the cur rent year at $3 each may be sent to Mis Mabel Carney, Teachers College, Columbii University, New York, but complete sets of the first volume may be had for $1 each as directed above. Witkinson, W. A. Rural School Manage ment. Silver, Burdett and Company Chicago, 1917. The only book yet available which com fines itself wholly to the immediate problem of the rural teacher. For this reason it b” especially valuable as a text in its field for normal school classes and _ teacher-training high schools. Woorter, T. J. Teaching in Rural School. Houghton Mifflin Company, Boston, 1917. A treatment of rural school method. Pat one discusses the organization, instructiol, and control of the one-teacher rural school” while part two is devoted to the teaching of the elementary school subjects? } aed 923 larly logy lety; hild; | d on Rural Pany, Labor West por- school child C..a irring ation, -duca- 1g im 1p any, ms of rm of Asa atment rural nas No Rural New ers on ten by Con- raphy. Rural Con- re pur 1 by a Volum to June Order , Aber nent of jucation county ral nor village the cur to Mis ‘olumbia” ete sett $1 each Manage ompany, ich com problem son it i” field for -training Schools. on, 1917. yd. Part struction, il school ching of + ia Vol. 12, No. 1 THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 33 Cleveland's Educational Enterprises CriypE R. MILLER Director of Publications, Cleveland Public Schools Cleveland, Ohio ITH nearly a million in popula- tion, Cleveland is fifth city in size in America. It belongs to that group of mid-western cities which in the past forty years have grown into vast in- dustrial centers. ‘These cities are now characterized by a population that con- sists largely of immigrants and the chil- dren of immigrants—a population that presents vast and fundamental problems to education and to educators. These problems are of as much con- cern to the Nation as they are to indi- vidual cities. Conditions that are typical in Cleveland are being newly created in places, large and small, far from Cleveland as industry spreads and demands labor for its machines. Vast numbers of our _ population, especially in industrial centers, are not fit for democracy today. Can a public school system designed for children of the Anglo-Saxon stock which pioneered in the Middle West prove effective in preparing for democracy hordes of ‘chil- dren whose fathers and mothers came from Central and Southeastern Europe ? Can such a school system adequately prepare children for life under the con- ditions of modern industry? Consider Cleveland for a moment. Only thirty-five per cent of the children in its public schools are of native-born white parents. A recent census con- ducted by the division of research of the Cleveland public schools showed that fifty-seven nationalities are represented in the schools. ‘The figure is exact, not facetious. The public-school enrolment this year is approximately 130,000. Sixty-five per cent of these boys and girls are from homes where a foreign lan- guage is much spoken, and where life and habits, much or part of the time, are in accord with foreign rather than Amer- ican standards. The usual casual or business visitor to Cleveland sees the city as a center of industry and commerce. It is here that the freighters which ply the Great Lakes leave most of their cargoes of iron ore. It is here that thousands of train loads of coal from the mining fields of Ohio, Pennsylvania, and West Virginia are dumped. Steel, and a thousand and one things that are fabricated from steel, are made in Cleveland. The city’s demands for labor for its mills and shops have been vast and we have the conditions mentioned above. The visitor interested in education sees also the challenge which these con- ditions make for the schools and won- ders, perhaps, if or how this challenge is being met. The Cleveland board of education, most of the members of which have been elected in recent years on a non-partisan and non-political platform, and Mr. R. G. Jones, the superintendent of schools, have accepted the task of build- ing a school system, equipped fqr mass production and yet flexible enough to render effective service in training boys and girls to meet conditions of modern life. In the lower grades the visitor will find much stress on reading and lan- guage, for it is in these grades that the brunt of the colossal work of Amer- icanizing falls. The visitor will dis- cover nearly a score of junior high schools in which great care is being taken to classify children on the basis of their individual aptitudes and capacities. He will see in the senior high schools something of the results of such classi- fication. There are ten of these senior highs and more under construction. Two of them are great technical schools and two offer commercial courses. Even so, in the face cf this emphasis upon the utilitarian, Cleveland has been careful not to neglect the cultural. Every high- school in the city sends a quota of graduates into the philosophy, and science. Of the ten senior highs six are academic. ‘The present ratio of the cultural to the utilita- rian will be maintained, and cultural education will receive greater stress in the very considerable expansion of high- school facilities under Cleveland. Cleveland as a city is progressive. Public policies are made and carried out, for the most part, by citizens whose ancestors were the pioneers of the old colleges of arts, now way in Western Reserve district of Ohio. Tra- dition and conservatism are conspicuous by their The real leaders (who frequently are not in the public eye at all) are sane, strong, courageous men and women who are not afraid to try something because it is new. At the same: time they are not cranks nor faddists. It is quite likely, therefore, that Cleve- land will be the first very large city in America to make a logical, broadscale application of intelligence testing to its public schools. As a matter of fact, the ground work for this being done. fully studied. ‘Teachers are being in- structed and informed that they may be ready and sympathetic. The curriculum is undergoing scrutiny to the end that changes may be made, which, with a more effective classification of pupils ac- cording to aptitudes, capabilities, and capacities, will eliminate waste and make for economy in the public-school system. scarcity. application is Pagiy «fe Conditions are being care- There are many features of interest in the Cleveland public schools and many more in other educational institu- tions of the city. To name them all would make but a catalog of this short article. It better to have at- tempted a brief definition of the city, its problem and its spirit. Nevertheless, a few outstanding facts may well have a place in the information about the city and its schools. Cleveland received much advertising some seven seems because it having its schools surveyed under the direction of Mr. Leonard P. Ayres. (Mr. Ayres is now a Cleveland resident himself and vice-president of one of the city’s large banks.) The survey recom- mended many changes in the direction of progress and paved the way for the choice of Dr. F. E. Spaulding as super- intendent of schools. Dr. Spaulding 1917. His first step was to reorganize the administrative staff of the public persuaded Mr. Robinson G. Jones, then superintendent at Rockford, Illinois, to accept the deputy superintendency at Cleveland. When Dr. Spaulding resigned in 1920 to organize the new graduate school of education at Yale, he was succeeded by Mr. Jones in the Cleveland superin- tendency. Under the administrations of Dr. Spaulding and Mr. Jones many changes have taken place in the school system, among them the following: Rules of board of education have been years ago was came in schools. He 34 Tue JOURNAL OF THE NATIONAL EpucaTION AssocIATION January, 1923 i ————————— —————————————— — —— ——— ————————— simplified to permit the board more time to study the city’s tremendous educa- tional problems. Constant effort has been made to keep formality and conservatism from the teaching. Professional leadership and stimulus have been developed by bringing into the system experts in the various fields of education and by the virtual abandon- ment of the old normal school and the creation in its stead of the Cleveland School of Education which is affliated with Western Reserve University. Appointments of principals have been placed on a basis of merit instead of length of service and a system to train teachers of unusual ability to fill exec- utive positions has been put into op- eration. A new salary schedule, providing large increases, has been adopted. A psychological clinic for the diagno- sis of exceptional children has been established. A building program, involving the ex- penditure of $28,000,000, has been par- tially carried out. By 1924 at least $24,000,000 will have been expended or obligated for new schools. A department of attendance, census, and vocational guidance has been created to bring about a more accurate check on children of school age, to remedy condi- tions causing truants, and to throw all possible safeguards about children leav- ing school. A division of publications has been created to aid in informing teachers and the public of the aims and accomplish- ments of the schools and to attend to publication of courses of study, reports, and monographs. Health inspection of pupils and health education has been greatly extended. An extensive program of part-time education for adults and youths has been carried out, mostly in evening schools. Classes for over-age children have been established. Likewise, classes. for gifted children and much fundamental work has been done towards large-scale classification of children on the basis of aptitude and capability. Greater stress has been laid on voca- tional guidance. A_ go-to-high-school campaign has been conducted and has met with marked success. Military training has been made com- pulsory for high-school boys. New developments in school ar- chitecture, particularly those responsible for one-story buildings, have been tried and tested. Much could be written about any of these changes. Some of the methods followed in bringing about and putting into operation these newer things in edu- cation have been developed in and are peculiar to Cleveland. An outstanding characteristic of Cleveland’s educational progress is the correlation among many _ educational units all of them with a connection more or less close, official or unofficial, with the public schools. Cleveland is the home of Western Reserve University and Case School of Applied Science. Both work very closely with the Cleve- land School of Education, maintained by the board of education for the train- ing of teachers. Western Reserve Uni- versity, indeed, is afhliated with the School of Education, and now grants degrees in education for advanced work carried there. The Cleveland Museum of Art, in addition to performing the usual func- tion of such an institution, provides classes in art appreciation and drawing for teachers and pupils of the public schools. ‘Thousands of Cleveland chil- dren have instruction at the museum. Similarly, this remarkably effective insti- tution is in constant and close codpera- tion with the universities and the public library, with the school for the training of kindergartners, with the Cleveland School of Art, and with the recently organized Museum of Natural History. If the purpose of a museum of art is primarily educative, Cleveland’s museum is close to a hundred per cent effective. The Cleveland School of Art, to which reference has been made, is a private institution but of such far-reaching in- fluence for civic good as to command a place in any educational perspective of the city. This school is under the leadership of Henry Turner Bailey who was brought to Cleveland some years ago by the business and industrial in- terests.. Mr. Bailey has done much to make art serve those interests and to make business and industry serve art. There should be no chasm between the artistic and the utilitarian, he maintains; the useful is all the better for being beautiful. Few public libraries in the world can compare with the Cleveland Public Li- brary in community service. Under the late William Howard Brett, per- haps the greatest public librarian any American city has known, succeeded by Miss Linda Eastman, who has carried on his vision, this institution has de- veloped and carried into practice ideals of service which are second only to the public schools in their practical, cultural, and spiritual effects on the city’s cosmo- politan population. Nearly every neigh- borhood in the city has its own branch library with full resources of the main library at its disposal. building has library service in some form and some of them have branch libraries. Librarians serving in school branches receive part of their pay from the board of education. Indeed, between the pub- lic schools and the public library there is a sympathy, an understanding, a co- ordination that may well be the model for any community in the United States. The public library recently established a branch in the headquarters building to render special service to the superintendent of schools and his staff. This service includes book reviews, in- formation, and preparation of bibliog- raphies as well as that usually rendered by an efficient library. So helpful has it been to the headquarters’ staff that this year it has been extended to all of the public-school principals. The same type of codperation unites the public-school system with a score or more of organizations engaged in social, health, educational, and_ recreational activities, each with its special field, locality, or emphasis. The more im- portant points of contact with these are through the schools’ departments of edu- cational extension (evening playgrounds, recreation, community cen- ters, gardening), vocational guidance and health education. The secret of Cleveland’s remarkable civic spirit is in the ability of its people to work together for the realization of civic and educational ideals. Into this spirit enters a vast amount of initiative tempered and guided by sanity, tolerance, and unselfishness. “There are vast and tremendous problems in public educa- tion in this large and growing industrial community, and it is in such a spirit that the solution of them is being attacked and carried on. Cleveland wants to have the best public schools in America. It does not boast that it has the best. Much remains to be done to increase the effectiveness of educational institutions, public and private. This truth is too self-evident for any community to boast too loudly of what it now has. Every school school schools, VERY follower of God and friend of human-kind will find the only sure means of carrying forward the par- ticular reform to which he is devoted in universal education —Horace Mann. ae a A SQ Rn er RE rere a —_ ae Ne ee eeaiiin aimee Department of Superintendence Schedule of Meetings and Tentative Program for the Cleveland Meeting, Saturday Evening February 24, 1923 The National Society for the Study of Edu- cation—Ball Room, Hotel Cleveland. Sunday Afternoon February 25, 1923 of Superintendence—Old Stone Church Department Monday Morning February 26, 1923 Department of Superintendence—Public Auditorium Monday Afternoon February 26, 1923 Department of Superintendence, Executive Session—Engineers’ Hall Attendance at the Monday afternoon meeting of the Department of Superintend- ence will be limited to members only. Eight superintendents will briefly give from their own experience solutions of perplexing ad- ministrative problems which today confront many school systems. This meeting will conclude with the annual business session. National Association of High-School In- spectors and Supervisors—Georgian Room, Hotel Cleveland. National Society of College Teachers of Education—Ball Room, Hollenden Hotel. Department of Vocational Education and Practical Arts—Assembly Hall, Hol- lenden Hotel. National Association of Deans of Women— Main Assembly Room, Hotel Statler. National Association of Secondary School Principals — Rainbow Room, Winton Hotel. Department of Elementary School cipals—Ball Room, Winton Hotel. City Teacher-Training School Section— Cleveland School of Education. Prin- Monday Evening February 26, 1923 Department of Superintendence—Public Auditorium Tuesday Morning February 27, 1923 Department of Superintendence—Public Auditorium _ Progress in Solving Financial Problems in Education will be the general theme, the plan being to show the progress which has taken place since the Chicago meeting. The separate topics involved are: The Cost and the Fiscal Administration of Schools. Some Facts from the Educational Finance In- February 24 to March 2, 1923 quiry; The Tax Problem in Financing Pub- lic Education; What the Schools Do in Relation to What They Cost; Symposium— Budget Making and Spending. OHN H. BEVERIDGE, president of the Department of Superintend- ence, 1922-23, and superintendent of schools, Omaha, Nebraska. Mr. Bev- eridge, who came to Omaha after ten years of service as superintendent of schools in Council Bluffs, Iowa, is prom- inent in the work of the Rotary Club, the Boy Scout organization, and in other business and lay movements. Tuesday Afternoon February 27, 1923 National Council of Education—Public Auditorium. Department of Rural Education—Main As- sembly Room, Hotel Cleveland. National Association of High-School Super- visors and Inspectors—Georgian Room, Hotel Cleveland. National Society of College Teachers of Education—Ball Room, Hollenden Hotel. Department of Vocational Education and Practical Arts—Assembly Hall, Hol- lenden Hotel. National Association of Deans of Women— Main Assembly Room, Hotel Statler. National Association of Secondary School Principals — Rainbow Room, Winton Hotel. Department of Elementary School Prin- cipals—Ball Room, Winton Hotel. City Teacher-Training School Section— Cleveland School of Education. [35] Council Kindergarten Supervisors and Training Teachers—Luncheon and Meeting—Place to be announced. Tuesday: Evening February 27, 1923 Department of Superintendence—Public Auditorium Joint meeting with Department of Elemen- tary School Principals, Department of Rural Education, and National Asso- ciation of Secondary School Principals. This program is in charge of Superin- tendent Jesse H. Newlon, of Denver, Colorado. Most of the State dinners will be held Tuesday evening, and in deference to this fact, the program in the Public Auditorium will not begin until 8:30 p.m. It is the plan to have the State groups gather for a social hour at five o’clock with a view to prompt adjournment after dinner. Wednesday Morning February 28, 1923 Depeortment of Superintendence—Public Auditorium The Curriculum will be the Wednesday morning theme, including discussion of the following topics: Saving Time Through the Curriculum; Reorganization on Basis of Projects, Pro and Con; Reorganization on Basis of Individual Instruction; and Re- organization of Curriculum Involved in the Platoon System of Schools, Wednesday Afternoon February 28, 1923 Department of Elementary School Prin- cipals—Public Auditorium. Department of Rural Education, Sectional Meetings—Committee Rooms, Public Auditorium. National -Society of College Teachers of Education—Ball Room, Hollenden Hotel. Educational Research Association—Assembly Hall, Hollenden Hotel. National Council of Education—Main As- sembly Room, Hotel Statler. National Association of Deans of Women— Lattice Room, Hotel Statler. National Association of Secondary School Principals—Ball Room, Winton Hotel. Wednesday Evening February 28, 1923 This evening will be given over to the annual college dinners. Unusual interest in this feature of the convention is evidenced by the fact that ten of the leading colleges had made banquet reservations before the end of November. 36 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION January, 1923 Thursday Morning March 1, 1923 Round Tables of Superintendents—Group Meetings. Department of Rural Education—Main As- sembly Room, Hotel Cleveland. Educational Research Association—Assembly Hall, Hollenden Hot:l. National Council of State Departments of Education—Lattice Room, Statler Hotel. Thursday Afternoon March 1, 1923 Educational Research Association—Public Auditorium. Department of Rural Education—Main Assembly Room, Hotel Cleveland. National Council of Primary Education— Ball Room, Hollenden Hotel. National Council of Education—Main As- sembly Room, Hotel Statler. National Council of State Departments of Education—Lattice Room, Statler Hotel. National Association of Secondary School Principals—Rainbow Room, Hotel Win- ton. Department of Elementary School Prin- cipals—Ball Room, Winton Hotel. Thursday Evening March 1, 1923 Department of Superintendence—Public Auditorium Friday Morning March 2, 1923 Department of Rural Education—Main Assembly Room, Hotel Cleveland. HE CENTRAL PASSENGER ASSO- CIATION will sell round-trip tickets on the Identification Certificate plan, at one and one half fare for the round trip, applicable for members of the National Education Asso- ciation and dependent members of their families only. ‘Tickets will be good via the same route in both directions and will be sold from Central Passenger Association territory beginning February 21. When validated, tickets will be good for return on any day within the final limit; passengers must, however, reach original starting point not later than midnight of March 8. Dates of sale from more distant territory governed by other passenger associations may be ob- tained from local ticket agents. Identifica- tion Certificates will not be ready for distribution until the middle of January. E Gag National Council of Education, has arranged three sessions. On Tues- day afternoon in the Public Auditorium, the field of the National Council will be out- lined in general terms. Meetings in the Ball Room of Hotel Statler on Wednesday afternoon and Thursday afternoon will be for the intensive consideration of the prob- lems before the Council. Superintendent James M. Gwinn, New Orleans, La., is president; Ada Van Stone Harris, Pittsburgh, Pa., Vice-President; and Adelaide Steele Baylor, Washington, D. C., Secretary. He National Society for the Study of Education will hold two meetings. The first will be Saturday evening, February 24, in the Hotel Cleveland, at which time Part One of the 1923 Yearbook of the So- ciety will be discussed. It is entitled, “Eng- lish Composition, Its Aims, Methods and Measurement,” and was written by Profes- sor Earl Hudelson. Part Two of the Year- book deals with “The Social Studies,” and is HE FIRST published list of members of the Department of Superintendence will appear in the first Annual of that De- partment, to be distributed to the members at the Cleveland Convention in February. This roll will constitute a “Who’s Who” in educational adminis- tration. A feature of this Annual will be an article on the status of the superintendent based on the data collected by the committee appointed at the Cleveland meeting in 1920, of which Dr. C. E. Chadsey is chairman. The chapter comparing the superin- tendents’ preparation and com- pensation with other profes- sions such as law, medicine, engineering, and the Army, will be found especially valuable. Other articles have been chosen with a view to recording and aiding the professional progress of the superintendent. New members who enrol in the Department before the end of January will have their names included in the first published membership. being prepared under the direction of Pro- fessor Harold O. Rugg. The officers are: President, Ernest Horn, State University of Iowa, lowa City, Iowa; Secretary-treasurer, Guy M. Whipple, Uni- versity of Michigan, Ann Arbor, Mich. oo Department of Rural Education is preparing an exhibit of progress in rural schools to be shown in the Cleveland Convention Hall. Colorado alone is fur- nishing a display which when mounted will be over eighty feet in length. The general meetings of the Rural Depart- ment will be held in the Ball Room, Hotel Cleveland, Tuesday afternoon, Thursday morning, Thursday afternoon, and Friday morning, with sectional meetings Wednes- day afternoon in the Committee Rooms of the Convention Hall, adjacent to the exhibit. The annual banquet is Thursday evening. The officers of this Department are: Pres- ident, Dr. C. G. Sargent, Fort Collins, Colo.; Vice-President, Amalia M. Bengston, Olivia, Minn.; Secretary, Mabel Carney, New York; Treasurer, William McKinley Robinson, Orleans, Vt, Ee. Department of Elementary School Principals has been carrying on an active and progressive program, in- cluding the publication of a Yearbook and quarterly bulletins. The meetings of this Department will attract unusual interest. The Winton Ball Room has been reserved for the afternoons of Monday, Tuesday, and Thursday. The principals will stage a great gathering in the Public Auditorium on Wednesday afternoon. The officers of this Department are: President, Worth McClure, Seattle, Wash.; First Vice-President, Anna Laura Force, Denver, Colo.; Second Vice-President, Thomas Agnew, Bayonne, N. J.; Third Vice-President, Elizabeth Arlett, Oakland, Calif.; Recording Secretary, Jessie Fink, Grand Rapids, Mich.; Corresponding Secre- tary, W. T. Longshore, Kansas City, Mo.; Treasurer, Courtland V. Davis, Norfolk, Va. a E- Department of Vocational Edu- cation and Practical Arts has sched- uled meetings for the afternoons of Monday and Tuesday in Assembly Hall, Hollenden Hotel. The officers are: President, L. H. Dennis, Harrisburg, Pa.; Vice-President, Benjamin W. Johnson, Berkeley, Calif.; Recording Secretary, C. C. Colvin, Springfield, IIl.; Corresponding Secretary, Leigh J. Boston, Mass. Rodgers, Te City Teacher-Training School Section hold a two-day meeting in the Cleveland School of Education. Monday morning will be devoted to a symposium of the distinctive features of the City Training School, followed in the afternoon with an inspection of the Cleveland School of Edu- cation. ‘Tuesday morning practice teaching will be discussed, and Tuesday afternoon will be given to a discussion of costs. The officers are: President, S. A. Courtis, Detroit, Mich.; Secretary, Louise Robertson, Louisville, Ky. 8 hw: Council of Kindergarten Super- visors and Training Teachers will hold two sessions Tuesday afternoon and eve- ning, February 27. The afternoon session at 2 p. M. will discuss the following: (1) Kindergarten Objectives which may _ be measured in terms of the Modern Elemen- tary School; (2) How these Objectives may be built upon the Lower Grades; (3) New Objectives in Training Teachers for the Kindergartens of Today. At the Tuesday evening session at 8 o’clock papers on Nursery Schools and Habit Clinics will be given and discussed. The chairman of the Council is Miss Lillian B. Poor, director of kindergartens, school committee, Boston, Mass. HE Educational Research Association will meet in the Hollenden Assembly Hall, Wednesday afternoon. A public meet- ing will be staged in the Public Auditorium, Thursday afternoon, and executive sessions, limited to members only, on the mornings of Wednesday and Thursday. os National Association of High- School Inspectors and Supervisors will hold its meetings on Monday and Tues- day afternoons at two o'clock, February 26 and 27, in the Georgian Room, Hotel Cleveland. The Monday afternoon session will be devoted to reports of committees appointed last year: (1) Committees on Determination of High-School Levels of Pupil Attainment— (a) Committee on Number of Tests to be Undertaken and Method of Attack—W. L. te oe ere ee 6 I ge NR a TT ICO CT et ee i | oe ee ws tw US PPS 3 -— "=~ ses F ee =eaew" © we ovo , | Fa Se ve SE Vol. 12, No.1 Spencer, State High-School Inspector of Alabama, chairman; (4) Committee on Tests to be used—H. G. Childs, Indiana, chairman; (3) Committee on Finance—J. T. Giles, State High-School Inspector of Wis- consin, chairman; (4) Committee on Co- operation of other Organizations—H. A. Hollister, Illinois, chairman; and (2) Com- mittee on School Planning—C. D. Kingsley, State Inspector of High-Schools for Mas- sachusetts, chairman. The Tuesday afternoon session will be a round-table conference on the following topics: (1) Should high-school inspectors oppose, encourage, or ignore the tendency in some communities toward financial re- trenchment in school support? (2) High spots in different States. What has been done in your State by yourself or by one of your schools that is likely to prove of in- terest or value to the school inspectors of other States? Speakers on these topics are expected to emphasize the how and why. Each speaker is limited to five minutes and should therefore have ready for distribution copies of a summary of his remarks. The officers of the Association are: Presi- dent, H. A. Hollister, University of Illinois, Urbana, Ill.; Vice-President, L. L. Friend, Charleston, W. Va.; Secretary-Treasurer, J. B. Edmonson, Ann Arbor, Mich. HE National Association of Sec- ondary School Principals will hold its annual meeting in the Winton Hotel, Cleve- land, February 27 to March 1. There will be five sessions, in addition to three round- table conferences on the junior high school, the small high school, and the large high school. On Tuesday evening this Associa- tion will join the rural and elementary- school principals in the discussion of the general theme “Administering Public Edu- cation in the Interests of the Child and the State.’ The topics for the other sessions will include educational and _ vocational guidance, dean of girls, grouping of pupils according to tests, moral training, the place of the junior high school, overcrowded buildings, place of social affairs, secondary school objectives, effect of compulsory edu- cation laws, high-school activities, and co- operative government. The officers in charge of the Association for this year are: President, Edward Rynearson, principal of Fifth Avenue High School, Pittsburgh, Pa.; First Vice-President, Ray H. Bracewell, principal of High School, Burlington, Iowa; Second Vice-President, Philip W. L. Cox, principal of Lincoln Junior-Senior High School, Teachers Col- lege, Columbia University, New York City; Secretary-Treasurer, H. V. Church, prin- cipal of J. Sterling Morton High School, Cicero, Ill. The members of the executive committee are: Charles A. Bradley, principal of Man- ual Training High School, Denver, Colo.; Edmund D. Lyon, principal of East High School, Cincinnati, Ohio; Merle Prunty, principal of Central High School, Tulsa, Okla. 1 Be National Council of Primary Education, of which Miss Ella Victoria Dobbs, of Columbus, Mo., is chairman, will hold its annual meeting Thursday after- noon at the Hollenden Hotel, the topic for discussion being “Promotion Requirements.” Committee reports on subject matter and on equipment will follow. Local arrangements are in charge of Faye Henley, 2079 Adelbert Road, Cleveland. A luncheon in the Hol- lenden Ball Room will precede the meeting. "T HE National Council of State De- partments of Education is arranging two sessions of that organization to be held Thursday morning and afternoon in the Hotel Statler. State Superintendent John M. Matzen, of Lincoln, Nebraska, is pres- ident. 7s Department of Deans of Women will meet February 26, 27, 28, at the Hotel Statler. The program for Monday includes a meeting of the executive com- mittee and a business session, followed by a luncheon with the National Committee of Bureaus of Occupations. A joint session with the Bureaus of Occupations will be held in the afternoon at which opportunity for personal conference between members of both groups will be afforded. Tuesday morning is the time of the sec- tion meetings. At the luncheon that day a report will be heard from the Paris Con- ference of World’s Association of University Women. The afternoon topic will be, “How can educational institutions meet the present social demand for leaders who shall be men and women of moral power.” On Wednesday the section meetings will be followed by an informal luncheon and the general business session in the after- noon, with the annual banquet in the evening. The National Committee of Bureaus of Occupations is holding its Annual Confer- ence Friday and Saturday, February 23 and 24, in Cleveland. Deans of Women are cordially invited to attend their sessions. Reservations should be made at the Hotel Statler as early as possible. Names of the applicants must be given. No reservations are valid without the individual’s name. State the date of arrival and departure, and THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 37 that you are a member of the Department of Deans of Women. Single rooms are ex- hausted. HE National Society of College Teachers of Education hold three meetings on the afternoons of Monday, Tuesday, and Wednesday, in the Assembly Hall of the Hollenden Hotel. This hotel is headquarters of the National Education Association and only two blocks from the Public Auditorium. Dr. John W. Withers, president of the Society, has in preparation a program of high standard. Arthur J. Jones, Philadelphia, Pa., is secretary-treasurer. HE NATIONAL CONFERENCE on Educational Method will hold sessions on Tuesday and Wednesday afternoons in the Rookwood Fountain Room, Hotel Olmstead. The officers are: President, Margaret Noonan, New York; Vice-President, W. F. Tidyman, Farmville, Va.; Secretary-Treas- urer, James F. Hosic, New York City. UPERINTENDENTS’ round-table meet- ings are scheduled for Thursday morn- ing, March first. Superintendent Carlton B. Gibson, of Savannah, Georgia, leader of the meeting for cities from thirty thousand up to one hundred thousand, has selected the fol- lowing topics for discussion: Nationalizing Education, Pro and Con; Better Teacher Training Before and After Entering the Pro- fession; Larger Conservation of Educational Opportunities for Youth; and Better Busi- ness Methods in Educational Administra- tion. The first topic will be handled in the form of a debate. Two speakers will be assigned to the second topic as well, one to emphasize “before,” the other “after.” NOTES aud ANNOUNCEMENTS THE NATIONAL EpucATION ASSOCIATION will meet in Oakland-San Francisco, July 1 to 7, 1923. TENTATIVE PROGRAMS for the Cleveland meetings, which appear in this number, will be followed by more complete statements in the February number. HOTEL RESERVATIONS for the meeting of the Department of Superintendence may be made through Mr. A. C. Eldridge, Room 403, Chamber of Commerce Building, Cleveland, Ohio. FIELD-SECRETARY J. O. ENGLEMAN has re- cently returned from a field trip during which he addressed the State associations in New Mexico and Idaho. He reports excellent meetings in both States, and gratifying in- terest in the Towner-Sterling bill. It was freely claimed by teachers of New Mexico that one prominent candidate for Congress was defeated largely because she failed to assure her constituents that if elected she would support the measure. The successful candidate was a friend of the bill. THE COMMERCIAL EXHIBITS in connection with the Cleveland meeting will be held in the new auditorium. Many attractive fea- tures are already indicated. CAMPAIGNS FOR LIFE MEMBERSHIP in the National Education Association are under way in most of the States. Which State will be first to enlist its quota? THE VOLUME OF ProceeDINGs for 1922 was mailed to five-dollar members early in De- cember. It contains over fifteen hundred pages and is the largest volume ever issued by the Association. It is volume No. 60 in a collec- tion of educational literature which includes the addresses of leaders in education through nearly three generations of American edu- cational development. THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS whose first Yearbook was one of the significant educational achievements of 1922 has entered its quarterly Bulletin as second-class mail matter. The July number will be the annual Yearbook, which this year is under the editorship of Mr. John L. Bracken, principal of the U. S. Grant School, Duluth, Minnesota. This Yearbook wil! deal with the elementary school curriculum and its development in the light of the testing movement. Miss Harriet BeALe, of the State Teachers College, Mankato, Minnesota, was an official delegate representing the Southwestern Dis- trict of the Minnesota Education Association, 38 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION January, 1923 Satary ScHEDULES—Washington, D. C. Population 537,571 Classification of teachers | Second. Third Additional annual increments | year | year | Fourth | year | Number | Amount Elementary, junior |$1 ,400 high with elementary _ school certificates, kindergarten and school librarians Junior high with high- school certificates, A 2,100 | 2,200 | 2,300 1,800 | 1,900 $1,500 |$1,600 |$1,700 $2 ,000 2,400 2,400 | | 2,000 | 2,100 normal school B | 2,700 senior high and city |__| — 4 to 7 rooms Elementary principals 8 to 15 rooms 2,200 2,100 | 2,800 | 2,900 | 3,000 | 2. 400 2,200 | 2,300 2,300 | 2,400 | Elementary adminis- 16 or more rooms 2,600 trative principals 2,700 | 2,800 | Directors and heads of | Community center department and school attendance department Departments 3,200 | 3,300 | | | | re | | | Junior high principals — $a rr Principals—senior high, city normal and district supervising 4,000 | 3,500 | 3,600 | 3, 4,000 | 4,100 4,300 4,500 | Community center de- | General secretary 1,400 | 1,500 1,600 | 1,700 2,000 partment Secretaries , 200 1,300 | 1,400 | 1,500 .| 1,500 Chief attendance | officers and census | . i inspector School attendance de- partment 1,600 | 1,700 Board of examiners Chief examiner 4,200 Assistant superin- tendent First assistant superin- tendent Superintendent 1. This schedule is proposed in the Capper Teachers’ Salary and School Reorganization bill, passed unanimously by the Senate, December 5, 1922, and now before the House of Representatives. at the Boston Meeting. Through some over- sight, her name was omitted from the list of delegates published in the September JOURNAL. THe TEACHERS of Williamson, Mingo County, West Virginia, have maintained a hundred per cent membership in the National Education Association for five successive years, according to a report received recently fror Superintendent Davis. IMPROVED METHODS for financing public education are part of the program of the Minnesota Education Association. A com- mittee under the chairmanship of Dr. F. H. Swift, of the College of Education, Univer- sity of Minnesota, has prepared an unusually thorough report on Public School Finance in the State, which is to become the basis for action in the 1923 legislature. The State Association is standing for increased support by the State, either in the form of a direct three-mill tax levy, in addition to the present one-mill State tax and the income from the permanent school fund, or an annual appro- priation equivalent to what the three-mill levy would produce. THRIFT WEEK will be observed in many schools January 17 to 23, which is the week of the birthday of Benjamin Franklin, who in his autobiography attributed much of his success to his practice of thrift. Full infor- mation about th: week may be had from Mr. John A. Goodell, secretary of the National Thrift Committee, 347 Madison Avenue, New York City. ARTICLES IN THE JOURNAL of the National Education Association are used as a basis of discussion at the monthly meetings of the teachers of Massillon, Ohio, according to a letter received from Superintendent L. E, York, who reports that the 120 teachers of Massillon are all members of the Association, THE SECRETARY of the Colorado Education Association reports a record-breaking con- vention during the week of November 7-10. The convention was held in three divisions: at Grand Junction, Pueblo, and Denver. The enrolments surpassed that of any previous year. More than seventy five per cent of Colorado’s teachers are members of the State organization. THe ALASKA EpucaTion AssocIATION has voted to affiliate with the National Education Association. The officers are: president, G. C. Mitchell, superintendent of schools, Douglas; secretary-treasurer, W. L. Gross, superintendent of schools, Wrangell. THE DENVER GRADE TEACHERS’ ASSOCIATION and the Senior High-School Teachers’ Asso- ciation have merged into one organization under the name of Denver Teachers’ Association, which is making plans for publishing a magazine. The single salary schedule has been in successful opera- tion in Denver for two years. Classroom THE PROFESSIONAL ORGANIZATION of teachers in a local association to develop public sentiment in support of education and to co- operate in the solution of local educational problems; in a State association to develop through legislation in the State an efficient and adequately supported school system; and in the National Education Association to develop and support a National program of education, including the enactment of the Towner-Sterling bill into law, is now gen- erally recognized. The Wisconsin Teachers’ Association favors a budget plan for the collection and payment of dues in local, State, and National educational associations.— Resolution adopted by the Wisconsin Teach- ers’ Association November 10, 1922. THE BIRTHDAY OF Wooprow WILSON will be observed in many schools on January 28 by exercises in which the events of the war period will be reviewed. CHARACTER EDUCATION COMMITTEE ASKS FOR MATERIAL—The Association’s Committee on Character Education wishes information relating to moral instruction, including marked copies of courses of study, detailed accounts of methods, measuring scales, and other material used in the schools. Con- tributions should be sent to Mr. Milton Bennion, Chairman, Character Education Committee, University of Utah, Salt Lake City. THe Grabep List oF Books FOR CHILDREN, which was compiled by the Elementary School Committee of the Library Department of the National Education Association, and published by the American Library Associa- tion, may now be had in a pampuilet edition. The regular price of the bound volume is $1.25. The paper edition will be sold only in lots of one hundred copies or more at $40 per hundred, $165 for five hundred, and $275 per thousand. Many school systems will buy copies for the use of all teachers. Inquiries should be addressed to the Ameri- 23 E. of on. ion on- 10. ns; he ous of the has ion nt, ols, ISS ION SO- ion om ans gle ra- ers dlic co- nal ent and to of the ers’ the ate, .— ch- be by var SKS tee ion ing led ind on- ton ion ake EN, ary ent ind ia- on. in 540 ind ms TS. Ti- So ER Vol. 12, No.1 THE JOURNAL OF THE NATIONAL Epucation ASSOCIATION 29 EEO rr SD can Library Association, 78 East Washing- ton Street, Chicago, Illinois. ATTENDANCE AT FIFTY CONSECUTIVE SESSIONS of the lowa State Teachers’ Association is the remarkable record of President Homer H. Seerley, of the lowa State Teachers’ College at Cedar Falls, Iowa. In recognition of this fact and of President Seerley’s labors in be- half of education, a part of one of the ses- sions of the State meeting was given over to the appreciation of his work. The president of the lowa State Teachers’ Association, Superintendent L. H. Minkle, of Fort Dodge, presented Dr. Seerley a life membership in the State association, and President William B. Owen, of the National Education Associa- tion, was presented a life membership in the National organization—both the gifts of the State association. A LIFE MEMBERSHIP in the National Educa- tion Association was presented to Secretary J. W. Crabtree by the members of the head- quarters’ staff as a Christmas present. Mr. E. G. Doupna, formerly superintend- ent of public schools at Wisconsin Rapids, Wisconsin, assumed the duties of the full- time secretary of the Wisconsin Teachers’ Association on January 1, 1923, at a salary of $5500. IN THE FIELD | onan eg OHIO DEFEATS UNDESIRABLE AMENDMENTS— Two constitutional amendments voted upon by the people of Ohio, in the recent election, were defeated. “An important element in the opposition,” according to The Bulletin of the National Tax Association, “was the attitude of the State Teachers Association which took the ground that the proposed rate limitations endangered the future of school revenues. This was perhaps a some- what debatable conclusion but it proved an effective criticism, as is evidenced by the result at the polls.” FLORIDA PASSES IMPORTANT AMENDMENT— According to a letter from State Superin- tendent Cawthon, the Florida Constitution was amended by a large majority at the recent election so as to provide for a dis- trict levy of ten mills instead of three mills. It is now possible to levy a total of twenty- six mills, including State, county, and dis- trict support of education. THe ILLINoIs EDUCATIONAL COMMISSION will propose to the coming session of the State Legislature changes in the method of distributing the millions of dollars of Illinois State school funds, which are said to be the first attempt at a scientific distribution plan, according to the J/linois State Register. Mr. A. M. Shelton, director of the State Depart- ment of Registration and Education, is chairman of the commission. CALIFORNIA DEFEATS AMENDMENT which would handicap educators—An amendment increasing the number of signatures required for an initiative measure was defeated by a majority of over a hundred thousand in the November elections. The measure was vigorously opposed by the California Teach- ers Association, on the ground that it would make it more difficult to submit to the people measures for increased school support. THe MissourRI COUNTY UNIT LAW passed by the last legislature and appealed by referendum to the November election was defeated according to reports received from the Association’s State Director in Missouri. AN AMENDMENT to the constitution in Oregon, adopted at the November election, provides for the attendance of all children at public schools. EIGHT NATIONAL SOCIETIES OF JAPAN have united in the National Council for Reduc- tion of Armaments of Japan, according to a report recently issued by the National Council for Prevention of War, Washing- ton, D. C. INCREASED DETERMINATION on the part of the forces behind the State education pro- gram in Washington is reported to be the result of the defeat of the “thirty-ten” plan at the November election. With the State Education Association and the _ Parent- Teacher Association renewing their efforts on behalf of this measure, success is pre- dicted the next time the issue is brought before the people of the State. CANCELLATION OF WAR DEBTS was advo- cated by President John Grier Hibben, of Princeton University, in a recent address at Rice Institute, Houston, Texas. THE GENERAL EpucaATION Boarp, of 161 Broadway, New York City, has created two new departments. A division of college and university accounting, under the direction of Mr. H. A. Thorkelson, will assist insti- tutions wishing to improve their system of budget making and accounting. A division of school surveys, under the direction of Dr. Frank J. Bachman, will workin co- operation with State and city departments of education. THE CONGRESSIONAL LIBRARY now exceeds three million volumes and is growing at the rate of a hundred thousand volumes a year, according to the report of the librarian recently submitted to Congress. This enormous number of volumes which fills many miles of shelves, is supplemented by many millions of manuscripts, maps, photo- graphs, and pieces of music. Mrs. WINIFRED Mason Huck, who has succeeded her father as a member at large from Illinois, in the House of Representa- tives, has announced her intention of sup- porting the Towner-Sterling bill. AS A RESULT of a recent decision of the Mississippi Supreme Court, the friends of education in that State are facing a cam- paign in which the State equalizing school fund will be the issue. In 1915 the State adopted an initiative amendment to its con- stitution. In 1917 the Supreme Court de- cided that this amendment had been con- stitutionally adopted. In 1919, working under the amendment, the people of Missis- sippi voted an equalizing school fund, to which the State Legislature appropriated the sum of $1,268,741. On October 23, 1922, the Supreme Court reversed its decision of 1917 by declaring the initiative amendment unconstitutional, which means that action taken under that amendment is void. This is a thunderbolt out of a clear sky, and unless some solution can soon be found, spells disaster to education in many Missis- sippi counties. Miss ELIZABETH JOHNSON, principal of Lafayette School, Erie, Pennsylvania, passed away, October 6, after forty-seven years of service in the schools of that city. PRIZES FOR ESSAYS on economic intelligence are offered by Mr. Alvin T. Simonds, presi- dent of the Simonds Saw Company, of Fitch- burg, Massachusetts. Prizes of one thousand and five hundred dollars are open to: pupils in high schools and normal schools of United States and Canada. Full information may be had from the contest editor, Simonds Saw Manufacturing Company, Fitchburg, Massachusetts. SUPERINTENDENT Roy L. Wuirte, of Gallup, New Mexico, is president of the State Asso- ciation for 1922-23. Mr. T. W. Conway is the full-time secretary of the State asso- ciation, and Miss Isabel Echols is State superintendent-elect of public instruction. ONE OF THE ANNUAL FEATURES of the meet- ing of the Idaho Education Association is a banquet given by the Boise Chamber of Commerce, at which the business men ex- hibit their enthusiasm for education. Two NEW EDUCATIONAL magazines have been announced to appear in January, 1923. The School Executives Magazine wiil be published by the University Publishing Com- pany at Lincoln, Nebraska, under the man- aging editorship of Mr. J. W. Searson. The American Review (bi-monthly) will be published by the Public School Publishing Company, of Bloomington, Illinois, and will “undertake to serve those men and women through the country who are giving intel- ligent and thoughtful consideration to a formulation of the purposes of American life.” A survey of the high schools of California is being made under the direction of Dr. C. E. Rugh, of the University of California. The survey will include studies of unit cost of the different high-school subjects and of the load of principals and teachers. eee ee ee ee FT Te ne er ee ne 40 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION January, 1923 THE VOTERS OF CLEVELAND have approved the $5,000,000 bond issue which had been requested by the board of education. This bond issue was necessitated by the fact that school rooms to accommodate 12,000 pupils will be needed by next September. Two years ago the voters authorized the borrow- ing of $15,000,000 for the erection of new school buildings. THICS FOR TEACHERS—The Iowa State Teachers’ Association adopted the following code of ethics at its meeting on Friday, November 3, 1922. The code was prepared by a committee consisting of: F. T. Vasey, Mason City; Anna J. Johnson, Ft. Dodge; Margaret Coulter, Sioux City; Mittie M. Pile, Council Bluffs; Herbert Mar- tin, Des Moines; L. H. Minkel, Ft. Dodge; and F. C. Ensign, chairman, Iowa City. He who teaches should have faith in his calling and should believe in boys and girls. The expression of this faith involves a five- fold ethical obligation: I. To self—(1) The teacher should be neat and cleanly in person and of noble mind. (2) He should be faithful in the dis- charge of duty; able, after closest self- examination, to respect himself. (3) He should seek to improve himself in all qual- ities essential to one who is to direct and modify the lives of others. Il. To the children—(1) The teacher should always be courteous, kind, and sympa- thetic. (2) He should respect personality and seek to discover and develop the abilities and capacities of each. (3) He should train for citizenship, inculcating respect for law and order and the habit of obedience to properly constituted authority. Ill. To the community—(1) The teacher should demonstrate the importance and sig- nificance of education. (2) He _ should identify himself actively with civic and social interests. (3) He should protect the rights of childrer IV. To fellow-workers—(1) The teacher should be courteous, appreciative, friendly, and frank. (2) He should stimulate scien- tific inquiry and should freely share the fruits of his own investigation. (3) In seeking appointment, he should be sports- manlike and fair. (4) Between the teacher and the supervisory or administrative of- ficials there should be full and generous confidence and codéperation. V.To the profession—(1) The teacher should stand for the highest ideals of edu- cational service. (2) He should recognize that work well done is in itself partial recompense for his labors. (3) He should maintain an open mind towards all forms of professional progress. (4) In_ business relations his conduct should be such as to dignify his profession. (5) He should per- form his daily tasks so skilfully and so joyously that some of the choicest spirits will be inspired to carry on his work. THICS FOR TEACHERS—A code of ethics for Mississippi teachers was adopted in 1918 as follows: 1. No teacher should lend his or her name in any way whatsoever in a situation which has arisen from attack upon a teacher for personal or political reasons. 2. A teacher should not sever a contract with a school board without sufficient notice, and then only if to do so is in conformity with the rules and regulations under which the teacher entered into the contract. On the contrary no teacher should be displaced without timely warning. 3. To apply for a position held by another and not known positively to be vacant is a violation of professional ethics. Nor should a teacher enter into negotiations with school authorities regarding a position that has not been formally and officially declared vacant. This, however, shall never be construed as precluding the right of teachers to direct letters of inquiry to educational authorities as to probable vacancies in schools or school systems. Advancement or a change of posi- tion should not be sought through criticism of another teacher. 4. A situation may develop in a community in which no ambitious or self-respecting teacher could hope to succeed. Under such circumstances others in the profession should inform prospective candidates of existing conditions; and it should be considered un- ethical to accept such a position without a change in conditions. 5. Teachers should not make special re- quests to individual members of the school board. If an unusual or extraordinary con- dition should arise, a teacher may go direct to the board, but this should be done with full knowledge of the superintendent or princi- pal. The practice of teachers going direct to the board with complaints or for favors should be condemned as opposed to a profes- sional spirit and as counter to principles of successful organization and management. 6. A superintendent or principal should re- gard himself as in honor bound to accord any teacher due consideration and justice, and be prepared to give any complaint a fair and impartial hearing. His attitude toward his teachers should be governed by the prin- ciple of merit alone. 7. That harmony and unity may prevail in the work of the school, teachers should ob- serve a respectful attitude toward each other and to the principal and superintendent of the schools. They should not indulge in criticism of each other or of the principal or superintendent, excepting when the good of the school is involved, and then only under conditions which will permit of defense. 8. It is most unprofessional and unethical for a school superintendent or principal to issue a testimonial to a teacher ascribing qualifications which she does not possess. In giving a verbal or confidential estimate of a teacher’s qualifications for a position, school men should be absolutely frank with one an- other and altogether act without any mental reservation whatever. 9. It is unethical for a teacher to recom- mend to any school board a teacher for a definite position unless said position has been officially, legally, and conclusively declared vacant. 10. Bad opinion of the members of the board of education, of a superintendent, or other superior school official, no matter what the reason for such opinion, can never justify a teacher or other inferior official in public expression of such opinions as long as such official relationship exists. ‘Those in au- thority are in turn duty bound to withhold from the public information and opinions as to the personal qualifications or the personal attainment of teachers so long as said teach- ers are under contract. 11. Obtaining and securing positions by fawning upon members of boards of educa- tion or others in authority by courting their personal favor, or by doubtful relations with them will be regarded as undignified and unethical by respectable and self-respecting teachers. The election of teachers to office should be based solely upon merit. No other should be so quick or so zealous to insist upon elections under such system as teachers themselves. 12. In communicating with parents or guardians, teachers should exercise the ut- most candor. They should hold inviolable information as to the financial limitations of children or wards, their physical or mental defects, their genealogies, or any other in- formation the public discussion or mention of which would tend to prove displeasing or discouraging to said parents, guardian, chil- dren, or wards. 13. Teachers should fearlessly expose cor- rupt or dishonest conduct in the profession, and there should be no hesitancy on the part of teachers in exercising the utmost diligence to disqualify and debar the crimi- nal teacher whose conduct at any time be- comes a reproach to the profession. 14. It is perfectly proper at all times for teachers to seek preferment and promotion by legitimate means; but any sort of en- deavor to establish reputation or to obtain position by innuendo, exploitations, compli- mentary press notices, or advertisements, is undignified and unprofessional. 15. It is undignified and unprofessional for any teacher desiring to succeed to a given position to use any influence whatso- ever or permit his name to be used whereby the incumbent may be handicapped or a vacancy created. Social, political, religious, or denominational prejudices should never be aroused against an incumbent by a pros- pective candidate. 16. A superintendent or other official to whom is delegated or entrusted the power to employ teachers should not knowingly em- ploy a teacher without the knowledge and consent of the employers of said teacher. 17. Adverse criticism of a predecessor or of a teacher employed in the same system, particularly of a teacher of a lower grade is unethical, and should not be indulged in by those who are mindful and regardful of the dignity of teaching. Such criticism, if made, should be made only with the intent of serving some good end. 18. It is the duty of every teacher in Mississippi to become a member of the Mis- sissippi State Teachers’ Association, to pay the membership dues annually, and to re- spond cheerfully to all demands for service made on him by the association. 19. A committee of three may be appointed by the president of the State Teachers’ As- sociation to investigate charges or reports of violations of this code of ethics as hereto- fore set forth and to render to the president a decision sustaining the said charges or reports or exonerating the teacher. This committee should be so appointed at the written request of any teacher against whom such reports or charges have been made, or at the written request of any teacher desiring to charge another teacher with the violation of the code of ethics. ww -_ SCC ere oo menemnen nia TT NET WE RE gh RE RRO Se Ses ae ee